Chapter 5 – Metacognition and Metacognitive Strategies
Introduction
Faith Adler; Cameron Keaton; Addy Orsi; Bibi Halima; and Keli Yerian
Have you ever spent hours upon hours studying for a test, only to get a grade that was lower than you were hoping for? You may have no idea what went wrong. Sometimes, learning can feel like a total mystery. Some things come easy to us; others are a bit harder to grasp, even if you are trying hard. Have you ever considered that you might be able to “learn about learning”? There is a plethora of ways that we can refine our own learning process and become more aware of possible strategies for learning more efficiently, thoroughly, or intentionally. One of those is metacognition.
What is Metacognition?
Metacognition is often referred to as thinking about thinking. Defined by Scharff (2023), “Metacognition is the use of reflective awareness to make timely adjustments (self-regulation) to behaviors that support a goal-directed process” (para. 1). In other words, it is the act of understanding one’s own thought processes, and users of metacognition can analyze these processes and adjust their strategies to set themselves up for success. It allows learners in situations across the board to become more active participants in their own learning. In short, using metacognitive approaches can help us to unlock more of our learning potential.
Why Is Metacognition Useful?
Traditionally in many classrooms, including language classrooms, students are given little guidance on using metacognition. They might not be taught strategies that help them to make learning their own through self-regulation and reflection. This can lead to frustration as the student grows in their academic career and notices a discrepancy between their expectations for, and the reality of, their ability to take in new information, learn it, and reflect on that learning.
This discrepancy can be addressed by explicitly talking about learning. Generally, educators want their students to succeed, and likewise students want to succeed in learning as well. Talking about and practicing metacognitive strategies together may encourage students to feel that they are in charge of their learning and able to participate more actively in their experience with education.
In this chapter, we’ll look at various metacognitive strategies that may help you not only in your language learning journey, but in all aspects of lifelong learning. We will learn how to apply metacognition across a variety of subjects. We will also provide examples of how others have applied metacognition to enhance their learning outcomes to give you ideas on how to get started on your own journey. The first step is to begin with an open mind.
Chapter Goals
By the end of this chapter, I will be able to
- List the five stages of the metacognitive cycle
- Recognize the benefits of using metacognitive strategies
- Apply metacognitive strategies in my learning
- Critically analyze and reflect on my own learning patterns
- Create learning plans based on analysis and reflection
References
Scharff, L. (2023, October 24). Flexcaption. Improve with Metacognition. Retrieved June 20, 2024, from https://www.improvewithmetacognition.com/author/lauren-scharff/
Seuss, D. (1975). Oh, the thinks you can think! (Grolier book club ed.). Beginner Books.