You ever heard about metacognition? okay, let's read about this one!
In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as “an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably.”
The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention (Marzano et al., 1988). For example, if students were aware of a lack of commitment to writing a long research assignment, noticed that they were procrastinating, and were aware that they were distracted by more appealing ways to spend their time, they could then take action to get started on the assignment. But until they are aware of their procrastination and take control by making a plan for doing the assignment, they will blissfully continue to neglect the assignment.
. An essential component of metacognition is employing study strategies to reach a goal, self-assessing one’s effectiveness in reaching that goal, and then self-regulating in response to the self-assessment.
Too many subskills necessary to do a task. For example, some students might have not yet learned how to carry out all the steps in a complex nursing procedure.
Not enough automatic, internalized subskills. For example, students in an argument and persuasion class might have to check their notes on how to analyze persuasive strategies because they have not internalized the procedure.
So, Metacognitive awareness of their learning processes to watch the learning process, for example by using subject ICT, the lecturer can monitor their students wether they are active or not. Metacognition includes goal setting, monitoring, self-assessing, and regulating during thinking and writing processes; that is, when they’re studying and doing homework.It means by using computer or internet, the lecture and students can build their communication closley or in long distance. for more information you just browse on this
In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as “an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably.”
The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention (Marzano et al., 1988). For example, if students were aware of a lack of commitment to writing a long research assignment, noticed that they were procrastinating, and were aware that they were distracted by more appealing ways to spend their time, they could then take action to get started on the assignment. But until they are aware of their procrastination and take control by making a plan for doing the assignment, they will blissfully continue to neglect the assignment.
. An essential component of metacognition is employing study strategies to reach a goal, self-assessing one’s effectiveness in reaching that goal, and then self-regulating in response to the self-assessment.
Too many subskills necessary to do a task. For example, some students might have not yet learned how to carry out all the steps in a complex nursing procedure.
Not enough automatic, internalized subskills. For example, students in an argument and persuasion class might have to check their notes on how to analyze persuasive strategies because they have not internalized the procedure.
So, Metacognitive awareness of their learning processes to watch the learning process, for example by using subject ICT, the lecturer can monitor their students wether they are active or not. Metacognition includes goal setting, monitoring, self-assessing, and regulating during thinking and writing processes; that is, when they’re studying and doing homework.It means by using computer or internet, the lecture and students can build their communication closley or in long distance. for more information you just browse on this
http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm
Metacognition and Motivation Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often “self-handicap” themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort (Stage et al, 1998)
Metacognition and Motivation Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often “self-handicap” themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort (Stage et al, 1998)
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