- Metacognition -
by Michael Hebron
Metacognition – helps individuals to perform cognitive and learning tasks more
effectively. It refers to the individual thinking in learning situations. It knows about
knowing or cognition about cognition. Metacognition takes many forms including insights
about when and where to use particular strategies for improving, seeing options or
peculiar solutions.
Metacognition is referred to as a state in which an internal decision is derived from the
pertinent facts of past cognition through years of learning experiences.
Efforts to enhance metacognition are aimed at developing a student’s autonomy, and
self-confidence. It is classified into three components:
1. knowledge
2. regulation
3. experience
Knowledge – what individuals know about themselves
Regulation – learning experiences through personal activities that help individuals
influence their own learning
Experience – current on going cognition
An example of Metacognition approach to learning tasks by monitoring comprehension
and evaluating progress towards completion is the ability to become aware of distracting
stimuli – both internally and externally.
Because Metacognition skills play such a crucial roll in successful learning it is
important that they are demonstrated by both givers and receivers of information
(students and teachers).
Individuals with metacognition skills are self regulative learners who modify learning
strategies and skills based on their own awareness of their effectiveness. They are
aware of blocks to learning as early as possible and changing tools or strategies to
endure goal attainment.
Self regulated learners have developed the tools for the situation; they have gained
a number of tools and options for goal attainment.
If tools and approaches are non-specific, general, or generic (flexible knowledge
and portable shells), they are more likely to be useful in different situations of learning.
Metacognition refers to the internal thinking as individuals have in active
(unconscious) influence over the process of thinking used in learning situation.
Metacognition helps individuals perform cognitive tasks like learning more
efficiently. Some evolutionary psychological hypotheses say Metacognition is a survived
shell. It’s defined as knowing about knowing, unconsciously.
Writings on Metacognition date as far back to Aristotle, the Greek philosopher.
When we nurture what we are having trouble learning, when a thought strikes, we should
double check before accepting it, these are examples of Metacognition. This is the
capability to maximize ones potential to think, learn, evaluate, and remember.
copyright Michael Hebron 2010, all rights reserved
by Michael Hebron
Metacognition – helps individuals to perform cognitive and learning tasks more
effectively. It refers to the individual thinking in learning situations. It knows about
knowing or cognition about cognition. Metacognition takes many forms including insights
about when and where to use particular strategies for improving, seeing options or
peculiar solutions.
Metacognition is referred to as a state in which an internal decision is derived from the
pertinent facts of past cognition through years of learning experiences.
Efforts to enhance metacognition are aimed at developing a student’s autonomy, and
self-confidence. It is classified into three components:
1. knowledge
2. regulation
3. experience
Knowledge – what individuals know about themselves
Regulation – learning experiences through personal activities that help individuals
influence their own learning
Experience – current on going cognition
An example of Metacognition approach to learning tasks by monitoring comprehension
and evaluating progress towards completion is the ability to become aware of distracting
stimuli – both internally and externally.
Because Metacognition skills play such a crucial roll in successful learning it is
important that they are demonstrated by both givers and receivers of information
(students and teachers).
Individuals with metacognition skills are self regulative learners who modify learning
strategies and skills based on their own awareness of their effectiveness. They are
aware of blocks to learning as early as possible and changing tools or strategies to
endure goal attainment.
Self regulated learners have developed the tools for the situation; they have gained
a number of tools and options for goal attainment.
If tools and approaches are non-specific, general, or generic (flexible knowledge
and portable shells), they are more likely to be useful in different situations of learning.
Metacognition refers to the internal thinking as individuals have in active
(unconscious) influence over the process of thinking used in learning situation.
Metacognition helps individuals perform cognitive tasks like learning more
efficiently. Some evolutionary psychological hypotheses say Metacognition is a survived
shell. It’s defined as knowing about knowing, unconsciously.
Writings on Metacognition date as far back to Aristotle, the Greek philosopher.
When we nurture what we are having trouble learning, when a thought strikes, we should
double check before accepting it, these are examples of Metacognition. This is the
capability to maximize ones potential to think, learn, evaluate, and remember.
copyright Michael Hebron 2010, all rights reserved
