METACOGNITION consists of three basic elements:

• Developing a plan of action
• Maintaining/monitoring the plan
• Evaluating the plan

Before - When you are developing the plan of action, ask yourself:

• What in my prior knowledge will help me with this particular task?
• In what direction do I want my thinking to take me?
• What should I do first?
• Why am I reading this selection?
• How much time do I have to complete the task?

During - When you are maintaining/monitoring the plan of action, ask yourself:

• How am I doing?
• Am I on the right track?
• How should I proceed?
• What information is important to remember?
• Should I move in a different direction?
• Should I adjust the pace depending on the difficulty?
• What do I need to do if I do not understand?

After - When you are evaluating the plan of action ask yourself:

• How well did I do?
• Did my particular course of thinking produce more or less than I had expected?
• What could I have done differently?
• How might I apply this line of thinking to other problems?
• Do I need to go back through the task to fill in any "blanks" in my understanding?

Your path for most effective learning is through knowing

• yourself
• your capacity to learn
• the process you have successfully used in the past
• your interest in, and knowledge of, the subject you wish to learn

It may be easy for you to learn physics but difficult to learn tennis, or vice versa.
All learning, however, is a process which settles into certain steps.

These are four steps to learning. 
Begin by printing this and answering the questions. 
Then plan your strategy with your answers, and with other "Study Guides"

 

Metacognition is a relatively new field, and theorists have not yet settled on conventional terminology. However, most metacognitive research falls within the following categories:

 

 

1. Metamemory. This refers to the learners' awareness of and knowledge about their own memory systems and strategies for using their memories effectively. Metamemory includes (a) awareness of different memory strategies, (b) knowledge of which strategy to use for a particular memory task, and (c) knowledge of how to use a given memory strategy most effectively.
   
   
2. Metacomprehension. This term refers to the learners' ability to monitor the degree to which they understand information being communicated to them, to recognize failures to comprehend, and to employ repair strategies when failures are identified.
   
   Learners with poor metacomprehension skills often finish reading passages without even knowing that they have not understood them. On the other hand, learners who are more adept at metacomprehension will check for confusion or inconsistency, and undertake a corrective strategy, such as rereading, relating different parts of the passage to one another, looking for topic sentences or summary paragraphs, or relating the current information to prior knowledge. (See Harris et al., 1988; - add more)
   
   
3. Self-Regulation. This term refers to the learners' ability to make adjustments in their own learning processes in response to their perception of feedback regarding their current status of learning. The concept of self-regulation overlaps heavily with the preceding two terms; its focus is on the ability of the learners themselves to monitor their own learning (without external stimuli or persuasion) and to maintain the attitudes necessary to invoke and employ these strategies on their own. To learn most effectively, students should not only understand what strategies are available and the purposes these strategies will serve, but also become capable of adequately selecting, employing, monitoring, and evaluating their use of these strategies. (See Hallahan et al., 1979; Graham & Harris, 1992; Reid & Harris, 1989, 1993.)

When learning a metacognitive skill, learners typically go through the following steps (Pressley, Borkowski, & Schneider, 1987):

1. They establish a motivation to learn a metacognitive process. This occurs when either they themselves or someone else points gives them reason to believe that there would be some benefit to knowing how to apply the process. (Motivation is discussed in chapter 5).
   
   
2. They focus their attention on what it is that they or someone else does that is metacognitively useful. This proper focusing of attention puts the necessary information into working memory (Chapter 6). Sometimes this focusing of attention can occur through modeling (Chapter 12), and sometimes it occurs during personal experience.
   
   
3. They talk to themselves about the metacognitive process. This talk can arise during their interactions with others, but it is their talk to themselves that is essential. This self talk serves several purposes:
   
   
   • It enables them to understand and encode the process (Chapter 6).
   • It enables them to practice the process (Chapter 3).
   • It enables them to obtain feedback and to make adjustments regarding their effective use of the process (Chapters 3 and 12).
   • It enables them to transfer the process to new situations beyond those in which it has already been used (Chapters 3 and 6).
     
     
4. Eventually, they begin to use the process without even being aware that they are doing so.

In addition, the techniques of cooperative learning and peer tutoring (discussed in Chapter 15) often provide opportunities for students to talk to others about their thought processes; and it is often the process of formulating thoughts in order to express them to others that leads to metacognitive development (Piaget, 1964).

Comme le précise Giasson (2001), la métacognition n´est pas un concept simple à définir. En fait, la métacognition réfère, comme nous l´avons présenté, à deux concepts provenant de courants de recherche différents : le premier issu des travaux de Flavell (1976), est centré sur la connaissance des processus cognitifs et le second, issu des travaux de Brown (1978), concerne la régulation de ces processus. Afin de contourner le problème de définition, les chercheurs ont choisi de combiner les deux concepts pour parler de métacognition. On rencontre rarement aujourd´hui une définition de la métacognition qui n´englobe pas les deux courants de recherche. La métacognition est donc habituellement définie comme la connaissance que quelqu´un possède sur son fonctionnement cognitif et les tentatives qu´il met en œuvre pour contrôler ce processus (Brown, Armbuster & Baker, 1986, cités par Giasson, 2001).

 Ok, la régulation fait partie de la métacognition.

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