Metacognitive Strategies: Definition & Examples
Having good use of metacognitive strategies would be an advantageous trait in an employee for every reason except
She would rely on her supervisor for constant feedback.
metacognitive strategies is one way to
even the playing field, giving all students access to the helpful and effective steps that successful students when faced with new tasks
Predicting outcomes
helps students understand which strategies would be appropriate
Most accurately, metacognition can be defined as
thinking about your thinking
think-aloud strategy.
This involves a teacher talking the class through her thinking as she tackles a task;
metacognition
thinking about your thinking
There are four quadrants of metacognition:
1. Plan and organize 2. monitor their own work 3. direct their own learning 4. self-reflect
The goal of teaching metacognitive strategies is to
Create independent, empowered thinkers who have a toolkit of strategies to tackle new problems.
All of the following could be considered teaching metacognitive strategies except:
Giving students a certain number of points for their performance in class that day.
teaching metacognitive strategies include:
Having students write down the steps to solving a math problem. Asking students to edit each other's papers and then revise their own before turning them in. Assigning a daily journal for students to reflect about the day's learning.
examples of metacognitive strategies
Predicting outcomes. Critiquing. Evaluating Work.
Who created the definition of metacognition?
Shawn Taylor
1. Having good use of metacognitive strategies would be an advantageous trait in an employee such as:
She would reflect on her own performance. She would be able to make connections between skills she has and ones she will need to learn. She would modify her performance based on her past performance in an attempt at improvement.
Revising
Students improve their own work after receiving constructive feedback
The following are all examples of metacognitive strategies except
Taking dictation while the teacher speaks.
Successful students use metacognitive strategies throughout a task and actually start thinking before or during they start the task itself
before
Evaluating work
recognizing strengths and weaknesses of their work helps students to improve
Self-questioning
students ask themselves questions to deepen their understanding during a lesson
Selecting strategies
students determine which strategies would be most appropriate for a task
Selective thinking
students follow only one determined line of thinking to solve a problem
Critiquing
students provide constructive feedback to classmates
Self-assessing
students think about how well they did learning this particular lesson
Questioning by the teacher
teacher prompts student thinking about their task and how they're doing
Show don't
tell
