Académique Documents
Professionnel Documents
Culture Documents
12/26/13, 3:54 PM
My Courses
| Syllabus
| Outline
| Help
More
Unless otherwise noted this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
https://oli.cmu.edu/jcourse/workbook/activity/page?context=c09d31da80020ca600cb7f453718f66d&view=frameset
Page 1 of 1
12/26/13, 3:54 PM
My Courses
| Syllabus
| Outline
| Help
More
Metacognition
This idea of planning your approach to the course before you start is called Metacognition.
Metacognition
(definition) Metacognition, or thinking about thinking, refers to your awareness of yourself as a
learner and your ability to regulate your own learning. Metacognition involves five distinct skills: 1. Assess the taskGet a handle on what is involved in completing a task (the steps or components required for success) and any constraints (time, resources). 2. Evaluate your strengths and weaknessesEvaluate your own skills and knowledge in relation to a task. 3. Plan an approachTake into account your assessment of the task and your evaluation of your own strengths and weaknesses in order to devise an appropriate plan. 4. Apply strategies and monitor your performanceContinually monitor your progress as you are working on a task, comparing where you are to the goal you want to achieve. 5. Reflect and adjust if neededLook back on what worked and what didn't work so that you can adjust your approach next time and, if needed, start the cycle again. These five skills are applied over and over again in a cyclewithin the same course as well as from one course
https://oli.cmu.edu/jcourse/workbook/activity/page?context=c09d31db80020ca601c6adb00d250f3e Page 1 of 3
12/26/13, 3:54 PM
to another:
EXAMPLE
Metacognition in Action
You get an assignment and ask yourself: What exactly does this assignment involve and what have I learned in this course that is relevant to it? You are exercising metacognitive skills (1) and (2) by assessing the task and evaluating your strengths and weaknesses in relation to it. If you think about what steps you need to take to complete the assignment and determine when it is reasonable to begin, you are exercising skill (3) by planning. If you start in on your plan and realize that you are working more slowly than you anticipated, you are putting skill (4) to work by applying a strategy and monitoring your performance. Finally, if you reflect on your performance in relation to your timeframe for the task, and discover an equally effective but more efficient way to work, you are engaged in skill (5); reflecting and adjusting your approach as needed.
EXAMPLE
12/26/13, 3:54 PM
learn by doing
Metacognition is not rocket science. In some respects, it is fairly ordinary and intuitive. Yet youd be surprised how often people lack strong metacognitive skills; and youd be amazed by how much weak metacognitive skills can undermine performance.
Open Learning Initiative Unless otherwise noted this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
https://oli.cmu.edu/jcourse/workbook/activity/page?context=c09d31db80020ca601c6adb00d250f3e
Page 3 of 3
12/26/13, 3:54 PM
My Courses
| Syllabus
| Outline
| Help
More
learn by doing
https://oli.cmu.edu/jcourse/workbook/activity/page?context=c09d31dd80020ca6007b35bd51fb182c
Page 1 of 3
12/26/13, 3:54 PM
You've now read through the explanatory content in this unit, and you've had a chance to practice the concepts. Take a moment to reflect on your understanding. Do you feel like you are "getting it"? Use these next two activities to find out.
Strong metacognitive skills are essential for independent learning, so use the experience of monitoring your own learning in OLI Psychology as an opportunity to hone these skills for other classes and tasks.
References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco: Jossey-Bass. Chi, M. T. H., Bassock, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). "Self-explanations: How students study and use examples in learning to solve problems." Cognitive Science, 13, 145-182.
https://oli.cmu.edu/jcourse/workbook/activity/page?context=c09d31dd80020ca6007b35bd51fb182c
Page 2 of 3
12/26/13, 3:54 PM
Dunning, D. (2007). Self-insight: Roadblocks and detours on the path to knowing thyself. New York: Taylor and Francis. Hayes, J. R., & Flower, L. S. (1986). "Writing research and the writer." American Psychologist Special Issue: Psychological Science and Education, 41, 1106-1113. Schoenfeld, A. H (1987). "Whats all the fuss about metacognition?" In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education. (pp.189-215). Hillsdale, NJ: Erlbaum.
Open Learning Initiative Unless otherwise noted this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
https://oli.cmu.edu/jcourse/workbook/activity/page?context=c09d31dd80020ca6007b35bd51fb182c
Page 3 of 3
12/26/13, 3:55 PM
My Courses
| Syllabus
| Outline
| Help
More
Flatworld Knowledge is a college textbook publishing company on a mission. By using technology and innovative business models to lower costs, Flatword is increasing access and personalizing learning for college students and faculty worldwide. Text, graphics and video in this course are built on materials by Flatworld Knowledge, made available under a CC-BY-NC-SA license. Interested in a companion text for this course? Flatworld provides access to the original textbook online and makes digital and print copies of the original textbook available at a low cost.
https://oli.cmu.edu/jcourse/workbook/activity/page?context=c09d31e780020ca6007b881819956dfa
Page 1 of 2
12/26/13, 3:55 PM
Unless otherwise noted this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
https://oli.cmu.edu/jcourse/workbook/activity/page?context=c09d31e780020ca6007b881819956dfa
Page 2 of 2