Metacognitive
Metacognitive approach
Prefix “meta” means beyond
Metacognition approach is an approach that goes beyond cognition
An approach that makes our student think about their thinking
Metacognition refers to thinking about one’s own thinking which is examining one’s own information processing. It is thinking about your own thinking and about how you process information effectively. As Hyde and Bizar (1989, p51) stated;
Students monitors their own cognitive processes as they are engaged in their cognitive task
An example is making our students conscious of their thought processes while they are thinking.
It is allowing our student to think aloud.
Think aloud simply means saying aloud what you are thinking.
Linda darling – hammond and colleague (2008) emphasized this principle of learning that should guide teaching in 21st century - “students learn more effectively when they are aware on their learning of how they learn and know how to monitor and reflect”
Example of metacognition process is during examination when we answer question.
1. First, we involve in thinking or process of recall informa¬tion from the long-term memory.
2. After finish answering, we repeat thinking about what we have answered or monitoring our previous thinking.
3. So, the process of thinking that we are engaging at that particular time is called metacognition.
Another example is to have our students describe what is going on in their mind. Orlich, et al suggest “dividing the class into two parts for five to eight minutes several times a week would provide them the necessary initial practice to overcome awkwardness with the method.”
Another approach is to have our students identify what is known in a situation or problem. From this they can suggest what needs to be known and finally what steps are required to obtain the information
Prefix “meta” means beyond
Metacognition approach is an approach that goes beyond cognition
An approach that makes our student think about their thinking
Metacognition refers to thinking about one’s own thinking which is examining one’s own information processing. It is thinking about your own thinking and about how you process information effectively. As Hyde and Bizar (1989, p51) stated;
Students monitors their own cognitive processes as they are engaged in their cognitive task
An example is making our students conscious of their thought processes while they are thinking.
It is allowing our student to think aloud.
Think aloud simply means saying aloud what you are thinking.
Linda darling – hammond and colleague (2008) emphasized this principle of learning that should guide teaching in 21st century - “students learn more effectively when they are aware on their learning of how they learn and know how to monitor and reflect”
Example of metacognition process is during examination when we answer question.
1. First, we involve in thinking or process of recall informa¬tion from the long-term memory.
2. After finish answering, we repeat thinking about what we have answered or monitoring our previous thinking.
3. So, the process of thinking that we are engaging at that particular time is called metacognition.
Another example is to have our students describe what is going on in their mind. Orlich, et al suggest “dividing the class into two parts for five to eight minutes several times a week would provide them the necessary initial practice to overcome awkwardness with the method.”
Another approach is to have our students identify what is known in a situation or problem. From this they can suggest what needs to be known and finally what steps are required to obtain the information