Wednesday, January 29, 2014
Metacognition is defined as "cognition about cognition", or "knowing about knowing". It comes from the root word "meta", meaning behind. It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving. There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.
Students who demonstrate a wide range of metacognitive skills perform better on exams and complete work more efficiently. They are self-regulated learners who utilize the "right tool for the job" and modify learning strategies and skills based on their awareness of effectiveness. Individuals with a high level of metacognitive knowledge and skill identify blocks to learning as early as possible and change "tools" or strategies to ensure goal attainment.
Today, take some time to reflect upon the Edline document (rubric) for our recent Midyear Exam's Question 2. Offer a concise (one paragraph) but careful metacognitive reflection of your own thinking, analysis, and writing. What do you know now that would equip you for similar tasks in the future?