![]() Task variables: What one knows or can figure out about the nature of a task and the processing demands required to complete the task-for 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.Person variables: What one recognizes about his or her strengths and weaknesses in learning and processing information.Flavell (1979) further divides metacognitive knowledge into three categories: Metacognitive regulation refers to adjustments 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 refers to what individuals know about themselves as cognitive processors, about different approaches that can be used for learning and problem solving, and about the demands of a particular learning task. Researchers distinguish between metacognitive knowledge and metacognitive regulation (Flavell, 1979, 1987 Schraw & Dennison, 1994). Examples of metacognitive activities include planning how to approach a learning task, using appropriate skills and strategies to solve a problem, monitoring one’s own comprehension of text, self-assessing and self-correcting in response to the self-assessment, evaluating progress toward the completion of a task, and becoming aware of distracting stimuli. In contrast, metacognitive strategies are used to ensure that an overarching learning goal is being or has been reached. They help an individual achieve a particular goal, such as comprehending text or solving a math problem, and they can be individually identified and measured. 232).Ĭognitive strategies are the basic mental abilities we use to think, study, and learn (e.g., recalling information from memory, analyzing sounds and images, making associations between or comparing/contrasting different pieces of information, and making inferences or interpreting text). Flavell (1976), who first used the term, offers the following 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 (p. Metacognition 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. It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies. Metacognition 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 (Meichenbaum, 1985). It helps learners choose the right cognitive tool for the task and plays a critical role in successful learning. Metacognition is 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. Technical Assistance and Professional Development.Technology-Based Coaching in Adult Education.Teaching Skills that Matter Other Tools and Resources. ![]() Teaching Skills that Matter Workforce Preparation.Teaching Skills that Matter Health Literacy.Teaching Skills that Matter Financial Literacy.Teaching Skills that Matter Digital Literacy.Teaching Skills that Matter Civics Education.Teaching Skills that Matter Toolkit Overview.Adult Education Teacher Induction Toolkit.Teacher Effectiveness in Adult Education.Fact Sheet: Technology-Supported Writing Instruction.Fact Sheet: Universal Design for Learning.Fact Sheet: Self-Regulated Strategy Development.Teach Self-Regulated Strategy Development.Fact Sheet: Research-Based Writing Instruction.Recommendations for Applying These Resources Successfully.Preparing English Learners for Work and Career Pathways.Open Educational Resources (OER) for English Language Instruction.Meeting the Language Needs of Today's English Language Learner. ![]()
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