Metacognition

Metacognition has been defined as the process of thinking about one’s thinking. However, what does that mean to students and how does it affect their learning?   In the article, Metacognition, Nancy Chick identifies the role of metacognition in the approach to instruction and learning new concepts. The article emphasized the importance that metacognitive practices must be explicitly taught in all types of content areas. Students will need to be prompted to think about “how they learn” by using activities to question their strengths and weaknesses as well as to provide students with specific strategies that will allow them to plan, monitor, and evaluate their thinking. First, individuals must identify their strengths and weaknesses to identify areas of need and how to expand or improve in that area.  It is believed that if someone is unable to identify an area of weakness or mistake, then they will be unable to make improvements. Next, students will need to monitor their progress and make adjustments to their plan as needed. Finally, students will evaluate their thinking as they progress through the concept or activity.  This will allow them to make connections and prepare for new learning experiences.

The article Metacognition provided specific strategies of how to explicitly teach and model metacognition in the classroom as well as the benefits students will reap in becoming active learners while improving their knowledge and abilities.  One concern I do have is the student’s ability to identify their strengths and weaknesses as well as spot errors in their work.  Working with students in learning support I observe that they are either ‘blissfully unaware” or too discouraged to try.  In my classroom, I have been focusing on student motivation with a growth mindset to help build the foundation to increase academic skills.  At first, I felt a strong connection between growth mindset and metacognition.  However, growth mindset is preparing the students to be ready to learn but does not require the students to think deeply about the content area curriculum and question, plan, monitor, and evaluate their learning.  Someone who applies metacognitive practices to their learning is interested in learning, not just studying to pass a test.  The metacognitive mindset also requires the students to first self-evaluate their strengths and weaknesses, plan a strategy to complete the activity, self-correct errors, and reflect on their progress. In my reading classes, we do practice asking ourselves many question before and during reading activities to prepare, plan and monitor our reading.  However, after reading this article I would like to try using a reflective journal.  This will be used by the student to reflect and evaluate their progress concluding an activity.  I believe if students start practicing metacognition strategies in a small setting they may be able to apply them to other content areas to help them become more active participants in their learning.