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