METACOGNITION AS STRATEGY TO TEACH

STUDENT TEXT
COMPREHENSION
 
What is Metacogniton?
Metacognition is thinking about
thinking and defines metacognition
as an appreciation of what one
already knows, together with a
correct apprehension of the learning
task and skill it requires.
THE PURPOSE OF THIS ACTIVITY IS
TO HELP STUDENTS THINK AND
CONNECT WITH THE TEXT WHILE
THEY ARE READING.
 Before Reading
 During Reading
 After Reading
SELF-MONITORING APPROACH TO READING
AND THINKING, AND BOOK CLASSROOM
STRATEGIES FOR INTERACTIVE LEARNING
 As students read a text they lightly mark with a”?” in the
margins or you could have them use sticky notes.
 At the end of the sections, the student needs to
summarize what he/she has just read.
 Students then return back to their “?s” to see if they now
understand what they did not understand while reading
the passage. They should be able to identify why they
were not able to understand the first time unfamiliar
vocabulary, confusing language, lack of prior knowledge?
 Use a “fix-up” or help strategy use the glossary or
dictionary for unfamiliar terms, examine pictures,
diagrams, summaries that might give more information.
 Ask for help from someone else-peer, teacher, parent,
and tutor
SAMPLE REFLECTIVE TOPICS FOR SELF-
MONITORING AND SELF-ASSESSMENT
READING FOR COMPREHENSION
“What do you notice about your
reading when you understand
what you read? What is it that
causes you difficulties when you
read? In what areas of reading
and remembering do you feel
most at ease?
SELF-ASSESSMENT OF RESEARCH
PAPER
To improve your performance on similar
future research tasks, write a reflective,
self-assessment of your research process for
this assignment. At which steps in the
process were you most satisfied with how
you worked? When you were least satisfied?
What skills do you feel you improved? In what
ways do you feel more capable? What were
the chief obstacles to being efficient? What
will you do differently next time? (Pierce,
used in various writing courses)
FIVE ACTIVITIES TO DEVELOP
METACOGNITION
•Watching the teacher model
comprehension monitoring
•Rating their own confidence in what
they have read
•Rating the adequacy of instruction.
•Questioning themselves while
reading
 WHAT TEACHERS CAN DO TO
HELP STUDENT

Some Sample Metacognitive

Strategies :
 Learning portfolio
 Individual learning plan
STRATEGIES FOR TEACHER TO USE IN
TEACHING TEXTBOOK READING

1. Preview the assigned reading

2. Do not repeat the reading in a
lecture.
3. Teach explicitly those study
strategies that will be effective in
Your course
 STRATEGIES FOR STUDENTS TO USE
FOR TEXTBOOK READING

 Answer teacher provided questions

 Asks and answer student-generated
questions
 Produce an outline or concept map
 Write summaries of each section in the
chapter
 Write notes that elaborate on the
textbook
 Connect the reading to a past lecture or
to prior knowledge