METACOGNITION
“Metacognition refers to one's knowledge concerning one's own cognitive processes, or anything related
to them. For 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.”
Flavell, J. H. (1976)
It is interested in how humans can actively monitor and regulate their own thought processes. It
includes all the processes involved in regulating how we think.
Flavell describes two key elements of metacognition:
Metacognitive knowledge knowing oneself and what might enhance or limit our performance
(e.g. I concentrate better at home); knowing the nature of a task and demands required (e.g. thist
type of reading will take longer than expected and I will need to plan the response and go back
over it), strategies (knowledge of steps and strategies that will enable task completion: e.g. do I
need planning frame?)
Metacognitive regulation ability to self-regulate during task completion, including planning
activities, identifying what understood or not understood, self-assessing performance within a task
evaluating use of metacognitive strategies and progress towards goal
Metacognitive phases:
Learning is not a one-off process of discrete steps, but an ongoing cycle. We are always making
decisions about our learning. As you progress through a task, you update your metacognitive
knowledge (of yourself, your strategies and tasks), as well as updating your subject knowledge.
Self-regulated learners are aware of their strengths and weaknesses and can motivate themselves
as learners by planning monitoring and evaluating their learning alongside cognitive strategies
Effective learners’ behaviour:
-They are risk takers
-They want to extend their knowledge
-They feel comfortable an sure of what they know
