one's ability to use prior knowledge to plan a strategy for approaching a learning task; take necessary steps to problem solve, reflect on and evaluate results, and modify one's approach as needed.

It helps learners choose the right cognitive tool for the task and plays a critical role in successful learning.

refers to awareness of one's own knowledge- what one does and doesn't know-and one's ability to understand, control, and manipulate one's cognitive processes

It includes knowing when and where to use particular strategies for leaming and problem solving as well as how and why to use specific strategies.

is the ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one's approach as needed.

who first used the term metacognition

(Person)example: I am engaging in Metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact

are the basic mental abilities we use to think, study, and learn

recalling information from memory, analyzing sounds and images, making associations between or comparing/contrasting different pieces of information, and making inferences or interpreting text

They help an individual achieve a particular goal, such as comprehending text or solving a math problem

are used to ensure that an overarching learning goal is being or has been reached.

Elements of Metacognition:

refers to what individuals know about themselves as cognitive processors

refers to adiustments individuals make to their processes to help control their learning, such as planning, information management strategies, comprehension monitoring, de-bugging strategies, and evaluation of progress and goals.

metacognitive knowledge categories:

What one recognizes about his or her strengths and weaknesses in learning and processing information.

What one knows or can figure out about the nature of a task and the processing demands required to complete the task-

example, knowledge that it will take more time to read, comprehend, and remember a technical article than it will a similar-length passage from a novel

The strategies a person has at the ready to apply in a flexible way to successfully accomplish a task

example, knowing how to activate prior knowledge before reading a technical article, using a glossary to look up unfamiliar words, or recognizing that sometimes one has to reread a paragraph several times before it makes sense.

Learners construct knowledge using _____ and they guide, regulate, and evaluate their learning using _____

Learners _____using cognitive strategies and they guide, regulate, and evaluate their learning using metacognitive strategies.

It is through this ____this use of metacognitive strategies, that real learning occurs.

Some instructional programs encourage students to engage in ____with themselves so that they can "talk" with themselves about their learning, the challenges they encounter, and the ways in which they can self-correct and continue learning.

Instead, effective instructors continually prompt learners, asking____

___found that few college instructors explicitly teach strategies for monitoring learning.They assume that students have already learned these strategies in high school. But many have not and are unaware of the metacognitive process and its importance to learning.

___is the usual and often the only learning strategy employed by high school students when they enter college

____emphasize that instructors need to provide explicit instruction on the use of study strategies.

ABE

____are among the ways that teachers can encourage learners to examine and develop their metacognitive processes.

suggests that Metacognition is a process that spans three distinct phases, and that, to be successful thinkers, students must do the following

Fogarty (1994) suggests that Metacognition is a process that spans three distinct phases, and that, to be successful thinkers, students must do the following:

use "fix-up" strategies when meaning breaks down.

Monitor their understanding; use ___ strategies when meaning breaks down.

what am supposed to learn? What prior knowledge will help me with this task? What should I do first? What should I look for in this reading? How much time do I have to complete this? In what direction do I want my thinking to take me?

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 because of the difficulty? What can I do if I do not understand?

How well did I do? What did I learn? Did I get the results I expected? What could I have done differently? Can I apply this way of thinking to other problems or situations? Is there anything I don't understand--any gaps in my knowledge? Do I need to go back through the task to fill in any gaps in understanding? How might I apply this line of thinking to other problems?

____Teach learners how to ask questions during reading and model ____Ask learners questions during read-aloud and teach them to monitor their reading by constantly asking themselves if they understand what the text is about. Teach them to take notes or highlight important details, asking themselves, "Why is this key phrase to highlight?" and "Why am I not highlighting this?"

____Model rewriting strategies for organizing thoughts, such as brainstorming ideas using a word web, or using a graphic organizer to put ideas into paragraphs, with the main idea at the top and the supporting details below it.

___Teach learners the importance of using organizers such as KWL charts, Venn diagrams, concept maps, and anticipation/reaction charts to sort information and help them learn and understand content. Learners can use organizers prior to a task to focus their attention on what they already know and identify what they want to learn.

__Teach learners to use mnemonics to recall steps in a process, such as the order of mathematical operations. Model your thought processes in solving problems.

example: planning, information management strategies, comprehension monitoring, de-bugging strategies, and evaluation of progress and goals.

they can be individually identified and measured.