What is Metacognition:
"One's own knowledge about one's thinking." (Fluvial, 1976)
Metacognitive Awareness of Reading Strategies Inventory= MARSI. The MARSI tracks the reader's awareness and how they perceive reading strategies. The reader then rates the strategy (1 to 5) on how often they use that strategy. (Miller and Veatch, 2011)
"One's own knowledge about one's thinking." (Fluvial, 1976)
Metacognitive Awareness of Reading Strategies Inventory= MARSI. The MARSI tracks the reader's awareness and how they perceive reading strategies. The reader then rates the strategy (1 to 5) on how often they use that strategy. (Miller and Veatch, 2011)
This video defines metacognition as "thinking about thinking". It talks about the thinking process and reflects it to painting. The correlation to painting is how the painter reflects on the work and how the colors and brushes have different results. The painter monitors his work to make sure he is on track- like a reader should stop and reflect on their reading to make sure they are on track.
(Walker, 2012)
(Andersen, 2009)
The man in this video talks about how it is the student's responsibility to make sure they are learning. He said metacognition is "thinking about thinking or learning about learning." He has ten steps to metacognition were: 1. Be honest (asking how something works) 2. Start early (read ahead) 3. Engage (pay attention) 4. Teach 5. Study often 6. Self Evaluate 7. Vark (a visual profile) 8. Take a break 9. Have fun 10. Never give up. These steps would help a student make sure they are comprehending what they are learning or reading. I think the man in this video gave great advice on how to help students succeed. He focused on taking things slow and now rushing in trying to understand everything at once.
Writing Strategy:
W.6.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Using this standard with this strategy, it would allow the student to express what they are thinking by getting information from various places and putting it together while paraphrasing (summarizing), what they have found and relate it to a reading. This also gets students introduced to researching and familiar with how to use technology for this reason.
W.6.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Using this standard with this strategy, it would allow the student to express what they are thinking by getting information from various places and putting it together while paraphrasing (summarizing), what they have found and relate it to a reading. This also gets students introduced to researching and familiar with how to use technology for this reason.
How to use this in the classroom:
- Students could talk in small groups
- As a class
- Elbow Partners
Metacognitive activities can guide students as they:
- Identify what they already know
- Articulate what they learned
- Communicate their knowledge, skills, and abilities to a specific audience, such as a hiring committee
- Set goals and monitor their progress
- Evaluate and revise their own work
- Identify and implement effective learning strategies
- Transfer learning from one context to another