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Nayana KariaMay 2007
Metacognition and Classroom Practice
 A discussion about the impact of the study of metacognition on classroom practice
Table of Contents
Self Regulated Learning ......................................................................................................2Studies in Metacognition .....................................................................................................3Metacognition: Knowledge of Self, Task and Strategies .................................................3Metacognition and Successful Learning ..........................................................................4Experts and Novices ........................................................................................................5In the Classroom: Teaching Metacognition .........................................................................61.Explicit Teaching of Strategies: Multiple Strategies, Practice and Feedback .............62.The Reflective Practitioner: Self Evaluation, Feedback and The Community of Inquiry ..............................................................................................................................73.Group Work, Naïve Conceptions and Cognitive Conflict, Peer Tutoring andReciprocal Tutoring .........................................................................................................94.Authentic experience: Stories, Role Play, Scenario / Game-Based Learning,Simulations ....................................................................................................................105.A Video Clip: Learn physics by watching Spider-Man fail ........................................11Conclusion .........................................................................................................................12References ..........................................................................................................................13Page 1 of 18
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Nayana KariaMay 2007
Self Regulated Learning
There is a growing movement in education today towards developing students’ metacognitionand helping them become autonomous, self-regulated learners.
“There is a growing consensus that learning to learn is …the ultimate life skill for the 21
st
century…” (Carr & Claxton, 2002)
Today, in keeping with social-constructivist theories, learning is considered a constructive,cumulative, self-regulated, goal-oriented, situated, collaborative, and individually differentprocess of knowledge building and meaning construction (De Corte, 2000, cited in deJager,Jansen, Reezigt, 2005 at p. ).
“Education is no longer expected to focus solely on the transfer of knowledge, but also on thedevelopment of metacognition
.” (deJager, Jansen, Reezigt, 2005)Metacognition and the use of learning strategies are considered to be components of self-regulated learning. Other generally accepted elements of self regulated learning includebackground knowledge and experience, motivation, and epistemological beliefs (Sperling et.al,2004). It is generally suggested that those with better self-regulation skills typically learn morewith less effort and report higher levels of academic satisfaction.(Schraw et al, 2006 ).According to Carr and Claxton (2002), ‘capabilities and dispositions’ are both necessary foreffective learning. These dispositions or “habits of mind, tendencies to respond to situations incertain ways” include resilience, playfulness and reciprocity.“Capabilities are the skills, strategies and abilities which learning requires: the tool kitof learning – but they are not of themselves sufficient. One has to be disposed to learn,ready and willing to take learning opportunities, as well as able.”Research into interventions directed at enhancing students’ metacognition has found thatimproving students’ metacognition can improve their learning outcomes (e.g. Baird et. al, citedin Thomas 2002, at p.176).
“An overarching principle emerging from such research is that metacognition is malleable
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Nayana KariaMay 2007
and responsive to interventions that are well conceived and skillfully implemented. (Thomas,2002)”
Studies in Metacognition
Metacognition: Knowledge of Self, Task and Strategies
Metacognition, a term first formally used by Flavell in 1976, is often discussed in terms of itscomponents, knowledge of cognition and regulation of cognition (Pintrich, 2002). Monitoringand regulation of cognition involve self-interrogation and introspection (Brown 1978).Knowledge of cognition (Pintrich, (2002) includes,
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knowledge of self, 
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knowledge of tasks and the extent to which strategies can be used effectively, and,
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strategic knowledge or knowledge of contexts, such as when to employ specificstrategies.Regulation of cognition involves planning for the task, selecting strategies, monitoring andevaluating progress, and debugging or strategy correction. (Sperling et al., 2004 at p.3).Successful learning requires an understanding of context and the ability to use the rightstrategy at the right time. Ashman & Conway (1997) suggest that flexibility involves “setting of goals, making decisions, setting priorities, using strategies to advantage and changing tactics if the problem is not being resolved.”In similar vein, Zimmerman (1998) suggests three aspects of self-regulation which incorporatemetacognition.
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Forethought: Here, learners identify their goals, define success criteria, their plansfor achieving them, and consider how likely it is they will achieve their goals (self-efficacy).
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Performance or volitional control: Here learners focus on and attempt the learningtasks and monitor what they are learning.
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Misty Mountain

For more tidbits on learning and learning technologies, visit my blog at: http://nayanakaria.blogspot.com/

reply08 / 22 / 2009
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