Metacognition Connecting new information to former knowledge Selecting

Metacognition Connecting new information to former knowledge Selecting thinking strategies deliberately Planning, monitoring, and evaluating the thinking processes

Metacognition

Thinking about thinking Knowing what we know What is it? ? ? Knowing what we don’t know Thinking about what needs to be done Knowing how to do what needs to be done

Metacognition Starts with Step 1 Conscious Awareness What it is you know and what it is you don’t know What is it you need to learn You cannot effectively determine what you need to learn until you know what you do know and what you do not know

Metacognition continues with Step 2 Identifying strategies Find those strategies that would help you learn more effectively Strategies presented under topics Motivation Acquisition Retention Performance Identify and try strategies to see what works for you

Motivation Incorporates attitudes, purpose, and time management as you approach learning situations. Though not truly sequential, motivation can enhance or inhibit learning aspects of acquisition, retention, and performance

Acquisition Incorporates understanding new information being learned Strategies include Reading Note-taking Connecting new information to previous knowledge

Retention The ability to access new knowledge learned Incorporates Note-taking Study-reading Memory Vocabulary strategies Practice, review, understanding, and time in contact with new information enhance retention of new information

Performance Understanding new information Being able to apply new information appropriately Incorporates Retention Test-taking Anxiety reduction strategies

Metacognitive Learners Continually assess what they know Are persistent; if their first strategy doesn’t work, they try something else Have concrete strategies for approaching tasks Know success is the result of smart effort, not just working hard Use the following strategies as they read, write, and problem solve Predicting Questioning Creating images Clarifying Summarizing

4 Steps to help teach Metacognition skills STOP THINK: What am I supposed to do? Create a plan DO: How do I do it? Follow the plan CHECK: Did I do it? Check the plan

What does Metacognition look like for students? ? By asking themselves questions and talking themselves through tasks, Metacognition helps build executive functioning skills and behavior regulation skills

Before a task When students are beginning a task, they should ask Why am I doing this? What do I already know that will help me with this? What do I want this to look like when it is done? What should I do first? How much time do I have to complete the task?

During the task When students are monitoring the plan of action, they should ask themselves How am I doing? Am I on the right track? How should I proceed? Am I heading toward my goal? Am I spending the right amount of time on this? What do I need to do if I do not understand?

After the task When students are evaluating the plan of action, they should ask How well did I do? Did I produce more or less than I had expected? What could I have done differently? Do I need to go back through the task to fill any “blanks” in my understanding?