Metacognition When students are metacogni�ve they

understand...
What is Metacogni�on?
• Awareness of one’s own ac�ons and This is my I know my I have ideas of
their effects task steps solu�ons
I can apply my
• Posing internal ques�ons to find
informa�on and meaning knowledge to
various situa�ons I am a learner
• Developing mental maps, pictures,
or plans
• Monitoring plans throughout a process
and revising plans when they do not
work (Nokes & Dole, 2004)
• Self-evalua�ng a completed plan
Impact of Metacogni�on
(Costa, 2008)
The Research • Facilitates ac�ve rather than passive
.30 .40 .50 Effect Size: .60 learners
.60
• Gives students a greater awareness of
Typi

.15
Teac ts

.70
their learning
Effe

cal
her
c

De
Eff velop
ect me
s nt ZONE OF
.80
• Promotes “deep learning”
0 al
DESIRED .90 • Makes students aware of their own
REVERSE
EFFECTS thinking
1.0

(Ha�e, 2017) (McElwee, 2009)

Four Types of Self-Addressed Metacogni�ve Ques�ons
Comprehension Connec�on Strategic Reflec�on
How is this Why is this Does the
What is the problem like strategy the solu�on
Before best to solve
ques�on? one I’ve already make sense?
solved? the problem?
During
&

A�er
Instruc�on

MO EDU-SAIL Effective teaching and learning for ALL students

Educational Systems and Instruction for Learning Missouri Model Districts (MMD)/District Continuous Improvement (DCI)
The contents of this presentation were developed under a grant from the US Department of Education to the Missouri Department of Elementary and Secondary Education (#H323A120018, #H323A170020). However, these contents do not
necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.