Metacognition Skills and Strategies PDF

           Metacognition is often referred to as "thinking about thinking." But that's just a quick definition. Metacognition is a regulatory system that helps a person understand and control his or her own cognitive performance. It allows people to take charge of their own learning; it involves awa...

           Metacognition is often referred to as "thinking about thinking." But that's just a quick definition. Metacognition is a regulatory system that helps a person understand and control his or her own cognitive performance. It allows people to take charge of their own learning; it involves awareness of how they learn, an evaluation of their learning needs, generating strategies to meet these needs and then implementing the strategies (Hacker, 2009).             Learners often show an increase in self-confidence when they build metacognitive skills. Self-efficacy improves motivation as well as learning success.              Metacognitive skills are generally learned during a later stage of development. Metacognitive strategies can often (but not always) be stated by the individual who is using them. For all age groups, metacognitive knowledge is crucial for efficient independent learning because it fosters forethought and self-reflection. **The Two Processes of Metacognition**             Many theorists organize the skills of metacognition into two complementary processes that make it easier to understand and remember. According to theory, metacognition consists of: 1) the knowledge of cognition and 2) the regulation of cognition. 1\. Knowledge of cognition has three components: knowledge of the factors that influence one's own performance; knowing different types of strategies to use for learning; knowing what strategy to use for a specific learning situation. 2\. Regulation of cognition involves: setting goals and planning; monitoring and controlling learning; and evaluating one's own regulation (assessing results and strategies used).            Many experts cannot explain the skills they use to elicit expert performance. This is considered tacit knowledge.  Metacognitive strategies often separate an expert from a novice. For example, experts are able to plan effectively on a global level at the start of a task---a novice won't see the big picture. Some adults with expertise in one domain can transfer their metacognitive skills to learn more rapidly in another domain. On the other hand, some adults do not spontaneously transfer metacognitive skills to new settings and thus, will need help doing so. **Metacognition Skills/Strategies You May Use**             Successful learners typically use metacognitive strategies whenever they learn. But they may fail to use the best strategy for each type of learning situation. **Metacognitive Skills         ** 1.     Knowing the limits of your own memory for a particular task and creating a means of external support. 2.    Self-monitoring your learning strategy, such as concept mapping, and then adapting the strategy if it is effective. 3.    Noticing whether you comprehend something you just read and then modifying your approach if you did not comprehend it. 4.    Choosing to skim subheadings of unimportant information to get to the information you need. 5.     Repeatedly rehearsing a skill in order to gain proficiency. 6.    Periodically doing self-tests to see how well you learned something. **Metacognitive Strategies**           Metacognitive strategies facilitate learning how to learn. You can incorporate these, as appropriate. These strategies are intended to be facilitated to learners like in courses, training, or activities, so if you are the learner you would experience these from a course or training instructor, or you may also apply some of these to yourself or to a group in an activity.   1.     **Ask Questions.** Ask questions to reflect on learning processes and strategies. 2.     **Foster Self-reflection.** Emphasize the importance of personal reflection during and after learning experiences. 3.     **Encourage Self-questioning.** Foster independent learning by asking learners to generate their own questions and answer them to enhance comprehension. The questions can be related to meeting their personal goals. 4.     **Teach Strategies Directly.** Teach appropriate metacognitive strategies as a part of a training activity. 5.     **Promote Autonomous Learning.** When learners have some domain knowledge, encourage participation in challenging learning experiences. They will then be forced to construct their own metacognitive strategies. 6.     **Provide Access to Mentors.** Many people learn best by interacting with peers who are slightly more advanced. Promote experiences where novices can observe the proficient use of a skill and then gain access to the metacognitive strategies of the mentors. 7.     **Solve Problems with a Team:** Cooperative problem-solving can enhance metacognitive strategies by discussing possible approaches with team members and learning from each other. 8.     **Think Aloud.** Teach learners how to think aloud and report their thoughts while performing a difficult task. A knowledgeable partner can then point out errors in thinking or the individual can use this approach for increased self-awareness during learning. Another approach to thinking aloud is the working out loud approach.  9.     **Self-explanation**. Self-explanation in writing or speaking can help learners improve their comprehension of a difficult subject. 10.   **Provide Opportunities for Making Errors.** When learners are given the opportunity to make errors while in training, such as during simulations, it stimulates reflection on the causes of their errors.              In summary, metacognition is a set of skills that enable learners to become aware of how they learn and to evaluate and adapt these skills to become increasingly effective at learning. In a world that demands lifelong learning, providing people with new and improved metacognitive strategies is a gift that can last forever. **10 Highly Effective Study Habits** By John M. Grohol, Psy. D.             Effective study habits \-- studying smarter \-- can be learned to improve your ability to better retain reading material. These habits include approaching study with the right attitude, choosing the right environment, minimizing distractions, setting a realistic schedule, and employing memory games, among others.          The key to effective studying isn't cramming or studying longer, but studying smarter. 1.    How you approach studying matters. Being in the  right mindset is important in order to study smarter [Ways to help improve your study mindset] Ø  Aim to think positively when you study and remind yourself of your skills and abilities. Ø  Avoid catastrophic thinking. Ø  Avoid absolute thinking. Ø  Avoid comparing yourself with others. 2.    Where you study is important. Finding an ideal study place (quiet area) is important. 3.    Bring everything you need, nothing you don't. 4.    Outline and rewrite your notes. Most people find that keeping to a standard outline format helps them boil information down into its most basic components. Make sure to translate notes and outlines into your own words and concepts. 5.    Use memory games (Mnemonic devices). Mnemonic devices are helpful because you use more of your brain to remember visual and active images than you to remember just a list of items. Using more of your brain means better memory. 6.     Practice by yourself or with friends. Examples are practice exams, past quizzes, flashcards, and group review with 4-5 members. 7.     Make a schedule you can stick to. Study regularly throughout the semester for as many classes as you can 8.    Take breaks (and rewards).For example, studying for I hour, then taking a 5-minute break and grabbing a snack is usually sustainable and enjoyable 9.    Keep healthy and balanced. Try to keep you're your health and body balanced by exercising regularly and eating right. 10\. Know what the expectations are for the class. You can talk to the instructor, pay attention in class and don't forget to learn.