‫‪Metacognitive Strategies‬‬

‫االسم ‪ :‬عال عبد الصمد نصر داود‪.‬‬

‫قسم ‪:‬مناهج وطرق تدريس‪.‬‬
‫دبلوم مهني – خريف ‪.2020‬‬
‫تخصص ‪ :‬طرق تدريس احدى المواد العلمية باللغة االنجليزية‪.‬‬
‫د‪ :‬سهام الشناوي ‪.‬‬
‫اسم المقرر ‪ :‬استراتيجيات التدريس ‪.2‬‬
 Metacogniton and Metacognitive Strategies
➢ Cognition can simply be defined as all mental processes and abilities in which
people engage on a daily basis such as memory, learning, problem-solving,
evaluation, reasoning and decision making. Cognition helps to generate new
knowledge through mental processes and also helps to use the knowledge that
people have in daily life.

➢ Meta means about, after, or beyond. In terms of metacognition this refers to a

higher level of cognition (beyond cognition). In simple terms, metacognition is
being aware of and in control of one’s own mental processes.

➢ Metacognition refers to higher order thinking which involves active control over
the cognitive processes engaged in learning. Activities such as planning how to
approach a given learning task, monitoring comprehension, and evaluating
progress toward the completion of a task are metacognitive in nature.

➢ Metacognition is often defined as thinking about thinking. It allows us to complete

a given task well through planning, monitoring, evaluating and comprehending. This
means while cognitive processes allow normal functioning of individuals,
metacognition takes it a level higher making a person more aware of his/her
cognitive processes. For example, imagine a child who is completing a
mathematical question. The cognitive process would allow the child to complete the
task. However, the metacognition would double check through monitoring and
evaluating the answer. In this sense, metacognition helps to verify and build the
confidence of the child. This is why it can be said that metacognition helps
successful learning.

➢ Metacognition is a subdivision of cognition, or a type of cognition. Metacogition is

defined as the scientific study of an individual's cognitions about his or her own
cognitions.
Elements of Metacognition
➢ there are two categories of metacognition. They are metacognitive knowledge and
metacognitive experiences or regulation.

➢ The first category of metacognitive knowledge refers to the knowledge that helps
to control the cognitive processes. This once again has been divided as knowledge
of person variable, task variable and strategy variable. These deal with a person’s
awareness of his capabilities, nature of the task and the method that needs to be
accompanied in order to complete the task.

➢ On the other hand, metacognitive experiences or regulation involves the

strategies used to control cognitive processes so that the individual can accomplish
the task successfully. These allow a person to monitor and evaluate while engaging
in the process.
1. Metacognitive Knowledge is subdivided into 3 categories:

➢ Knowledge of person variables refers to general knowledge about how human

beings learn and process information, as well as individual knowledge of one's
own learning processes.

➢ Knowledge of task variables include knowledge about the nature of the task as
well as the type of processing demands that it will place upon the individual.

➢ Knowledge about strategy variables include knowledge about both cognitive

and metacognitive strategies, as well as conditional knowledge about when and
where it is appropriate to use such strategies.

2. Metacognitive regulation

Similar to metacognitive knowledge, metacognitive regulation or "regulation of

cognition" contains three skills that are essential.

 Planning: refers to the appropriate selection of strategies and the correct

allocation of resources that affect task performance.

 Monitoring: refers to one's awareness of comprehension and task performance

 Evaluating: refers to appraising the final product of a task and the efficiency at
which the task was performed. This can include re-evaluating strategies that
were used.
➢ During the planning phase, learners think about the learning goal the teacher
has set and consider how they will approach the task and which strategies they
will use. At this stage, it is helpful for learners to ask themselves:
‘What am I being asked to do?’
‘Which strategies will I use?’
‘Are there any strategies that I have used before that might be useful?’

➢ During the monitoring phase, learners implement their plan and monitor the
progress they are making towards their learning goal.
Students might decide to make changes to the strategies they are using if these
are not working. As students work through the task, it will help them to ask
themselves:
‘Is the strategy that I am using working?’
‘Do I need to try something different?’

➢ During the evaluation phase, students determine how successful the strategy
they used was in helping them to achieve their learning goal. To promote
evaluation, students could consider:
‘How well did I do?’
‘What didn’t go well?’ ‘What could I do differently next time?’
‘What went well?’ ‘What other types of problem can I use this strategy for?’
➢ Reflection is a fundamental part of the plan-monitor-evaluate process.
Encouraging learners to self-question throughout the process will support this
reflection.

What are the benefits of metacognition?

➢ Metacognition helps students to become independent learners

Metacognitive practices help learners to monitor their own progress and take
control of their learning as they read, write and solve problems in the classroom.
➢ Metacognition has a positive impact on learning
Metacognition makes a unique contribution to learning over and above the
influence of intellectual ability. Learners who use metacognitive strategies are
 likely to be able to achieve more. Research shows that improving a learner’s
metacognitive practices may compensate for any cognitive limitations they have.
➢ Metacognition is useful across a range of ages and subjects
Metacognitive practices are useful for all learners from primary level upwards.
Using metacognition improves students’ academic achievement across learning
domains. Metacognitive skills help students to transfer what they have learnt
from one context to another or from a previous task to a new task. This includes
reading and text comprehension, writing, mathematics, reasoning and problem-
solving, and memorising.
➢ Metacognition is not expensive to implement
Unlike many other educational interventions, implementing metacognition does
not require expensive, specialist equipment or changes to school infrastructure.
The only cost of implementing a metacognitive approach is the cost of
professional development. Later we will look at practical ways you can introduce
metacognition into your school.

Levels of metacognitive learners

A key challenge for teachers is being able to recognise how well their students
understand their own learning processes. Four levels of metacognitive learners which
provide a useful framework for teachers:

1. Tacit learners are unaware of their metacognitive knowledge. They do not think
about any particular strategies for learning and merely accept if they know
something or not.
2. Aware learners know about some of the kinds of thinking that they do such as
generating ideas, finding evidence etc. However, thinking is not necessarily
deliberate or planned.
3. Strategic learners organise their thinking by using problem-solving, grouping
and classifying, evidence-seeking and decision-making etc. They know and apply
the strategies that help them learn.
4. Reflective learners are not only strategic about their thinking but they also
reflect upon their learning while it is happening, considering the success or not of
any strategies they are using and then revising them as appropriate.
 Metacognitive strategies

➢ Metacognitive strategies refers to methods used to help students understand the

way they learn; in other words, it means processes designed for students to
‘think’ about their ‘thinking’.

➢ Teachers who use metacognitive strategies can positively impact students who
have learning disabilities by helping them to develop an appropriate plan for
learning information, which can be memorized and eventually routine. As
students become aware of how they learn, they will use these processes to
efficiently acquire new information, and consequently, become more of an
independent thinker.

➢ Metacognitive strategies—strategies that enable students to become aware of

how they think when solving problems. This combined strategy instruction
teaches students how to consider the appropriateness of the problem-solving
approach, make sure that all procedural steps are implemented, and check for
accuracy or to confirm that their answers makes sense.

➢ Metacognitive strategies are sequential processes that one uses tocontrol

cognitive activities, and to ensure that a cognitive goal (e.g.,understanding a text)
has been met. These processes help to regulateand oversee learning, and
consist of planning and monitoring cognitiveactivities, as well as checking the
outcomes of those activities.

➢ Metacognitive strategies work based on cognitive strategies .It let us learn what
students have learnt. It is a connection task- strategy

➢ Metacognitive activities usually occur before and after a cognitive activity

➢ Basic Metacognitive Aids/ Strategies:

• Connecting new information to existing knowledge

• Selecting thinking Strategies deliberately
• Planning,monitoring,and evaluating thinking processes
 The Metacognitive cycle

➢ Metacognitive Strategies are metacognitive activities that help a student to

control his or her own learning and thinking In other words, it refers to the
dynamic aspects of turning information into action.
➢
1- Planning : It is a process of planning to solve a problem or completing a task,
selecting and organizing relevant materials .In the planning strategy ,students are
expected to set goals ,analyze tasks ,select appropriate materials and make
arrangements.
2- Monitoring : It is a cognitive process where the realization of the objectives is
reviewed ; self-evaluations guiding for future studies are made ,and feedback is
given.In the monitoring stratrgy ,students are expected to distinguish between
their effective and ineffective performances and to choose the necessary and
appropriate strategies.
3- Evaluation: It is the assessment of students’ own learning process, compliance
with cognitive activities and its outcome .At the same time ,it is the decision an
individual made about the usefulness of the learning products and the strategies
used in the learning process .In the evaluation strategy ,students re-evaluate
their learning goals ,revise and correct their predictions,and reinforce their
intellectual achievements and acquisition.
 Types of Metacognitive Strategies
Metacognitive strategies that help students plan, monitor, and modify their problem-
solving include self-instruction and self-monitoring. Not only are these strategies
relatively easy for students to implement, but they also help students to become better
independent problem solvers.

Metacognitive
Definition Examples
Strategy

Self-instruction Talking one’s self • “Did I understand what I

through a task or just read? No, I didn’t. I
activity (also known need to reread the
as self-talk) problem.”
• “What is this problem
asking? What information
do I have?”
• “What is the next step?”

Self-monitoring Checking one’s • Checking to make sure

performance; often
involves a checklist
all steps are completed
• Checking for
computational errors
• Checking to make sure
the answer is feasible

Teaching Metacognitive Strategies

Teachers should use explicit instruction to help students understand how to use self-
instruction and self-monitoring during the problem-solving process. To do this, teachers
can:

• Provide students with a list of questions or prompts to ask themselves while

they are engaged in the problem-solving process.
o Example questions: What information is relevant? Have I solved a
problem like this before?
o Example prompts: Identify the relevant information. Use a visual to
solve the problem.
 • Model working through a problem using “think alouds,” during which the
teacher verbalizes her thoughts as she demonstrates using self-instruction
and self-monitoring throughout the problem-solving process.
• Provide sufficient opportunities for students to practice these metacognitive
strategies with corrective feedback.
• Encourage students to use these strategies independently, once they have
achieved mastery.

. Examples Of Metacognitive Strategies

1. Self-Questioning

Self-questioning involves pausing throughout a task to consciously check your own

actions.
Without self-questioning we may lack humility qnd awareness of our own faults.

Most importantly, we would not be able to improve because we never took the time to
ask ourselves important questions like:

• Is this the best way to carry out this task?

• Did I miss something? Maybe I should check again.
• Did I follow the right procedure there?
• How could I do better next time?
• Am I looking at this task the right way?
• How can I do a better job at thinking about what I’m doing?
Good students question their actions both while they’re completing the task and after
finishing it (see also: ‘reflection’).

2. Meditation

Meditation involves clearing your mind. We could consider it to be a meta cognitive

strategy because meditators aim to:

• Clear out the chatter that goes on in our heads.

• Reach a calm and focused state that can prime us for learning.
• Be more aware of our own inner speech.
Meditation for children is becoming increasingly popular in schools because educators
can see the value of this task for helping students achieve greater self-awareness in the
classroom.
3. Reflection

Reflection involves pausing to think about a task. It us usually a cyclical process where
we reflect, think of ways to improve, try again then go back to reflection.
Reflection is metacognitive only if you consciously reflect on what your thought
processes were and how to improve upon them next time.
There are many models of reflection with varying steps. Most reflective cycles have at
least the following phases:

• A task is planned.
• You attempt the task.
• You look at how you did the task.
• You come up with things you did well and areas for improvement.
• You plan the next task, with a focus on improving on your weaknesses.
• You try again …
• You reflect again …
• And so on.
Once you become skilled at reflection, you may also reflect while doing a task so that
you can make adjustments to your thinking processes as you go. We call this sort of
reflection reflection in action (as opposed to reflection on action).

4. Awareness Of Strengths And Weaknesses

Central to metacognition is a person’s capacity to see their own strengths and

weaknesses. Only through looking at yourself and making a genuine assessment of
your weaknesses can you achieve self-improvement.
One way to start looking at your strengths and weaknesses is to use a SWOT chart.
A SWOT chart is a chart with four sections:
• Strengths: write down what you perceive to be your strengths as a
learner.
• Weaknesses: write down what you perceive to be your weaknesses as a
learner.
• Opportunities: identify opportunities you may have to improve
your cognitive skills in the coming weeks or months.
• Threats: identify potential threats that may prevent you from improving
your cognitive skills in the coming weeks or months.
•
5. Awareness Of Learning Styles

Learning styles theories such as Gardner’s Multiple Intelligences and Learning

Modalities theories argue that different people learn in different ways.
For example, you may feel you are better at learning through images than reading.
Some common learning styles include:
 • Visual: A visual learner learns best through images, graphics, TV
documentaries and graphs. They are good at identifying patterns and
matching complementary colours.
• Auditory: A visual learner learns best through listening rather than
watching or reading. They enjoy being read stories and listening to
podcasts.
• Kinesthetic: A kinesthetic learner learns best through movement. They
like to learn by doing things rather than reading or listening. They are
active rather than passive learners.
• Logical-Mathematical: People who are logical-mathematical learners are
good at using reasoning to find answers. They are good with numbers but
may struggle with subjective issues in the humanities.
• Interpersonal: An Interpersonal learner loves learning through social
interaction. They’re good at group work, have high emotional intelligence,
and can compromise to get their job done.
• Intrapersonal: An intrapersonal learner is someone who likes to mull
things over in their own heads. They’re happy to learn in silence and
isolation and may find working with others to be a distraction.
If you are aware of how you learn (i.e. the way your brain processes information!) you
may be able to use your strengths and work on your weaknesses more efficiently.

6. Mnemonic Aids

Mnemonic aids are strategies you can use to improve your information retention. They
involve using rhymes, patterns and associations to remember.

They work by adding context (additional or surrounding information) to a fact to help you
to recall it.
My favorite example of using mnemonic aids is for remembering names.

You might remember a name in one of the following ways:

• Rhyme: You meet a singer named Tom. You tell yourself “Tom would sing
a song before long.” Now, next time you meet Tom the singer, you might
be able to recall your rhyme to remember both his name and profession!
• Association: I have a sister named Vanessa. I always remember people
named Vanessa because my head says “Oh, she has the same name as
my sister!” every time I meet a Vanessa.
7. Writing Down Your Working

Most people will recall in high school math classes their teacher saying: “I want to see
your working so I know how you got to your answer.”

This teacher is ensuring you are employing the right thinking processes and can show
others how you went about thinking about the task.
When you become expert at a topic you tend not to think about your thinking. We
sometimes call this “unconscious competence”, which is the forth stage of learning in
the learner competence model.

8. Thinking Aloud

Lev Vygotsky (a central figure in the sociocultural theory of education) argues beginner
learners tend to think aloud before learning to think inside their head.
The benefit of sociocultural theory‘s strategy of thinking aloud is that it makes you really
think. You have to talk through what your brain is doing, making those thinking
processes explicit.

Teachers will often ask students to speak out loud about what they’re thinking. It not
only helps the student be more conscious of their cognitive processes, it also helps the
teacher identify areas where the student is going astray.

9. Graphic Organizers

Graphic organizers, also sometimes called cognitive tools, help us to consciously

improve our thinking processes. They assist us in:
• Organizing our thoughts.
• Creating connections between things we know.
• Thinking more deeply about something.
• Visualizing processes and procedures.
Examples of graphic organizers include:

• Mind maps.
• Flow charts.
• Spider diagrams.
The ideal graphic organizer will allow us to spill our thinking out onto a sheet or screen
and shuffle and sort our thoughts to help us organize our minds better. By using a
graphic organizer, we are more effectively thinking about our thinking.

10. Regulation Checklists

A regulation checklist can either be task based or generalized.

A task based regulation checklist is usually created before a task begins. It will:

• List the thought processes required to succeed in the task.

• List the observable outcomes of higher order thinking linked to the task.
• List the checkpoints during the task where people should pause to reflect
on their thinking.
A general regulation checklist provides regulation strategies that can be used across
any normal task, such as:

• Reminders to pause and reflect-in-practice at regular intervals.

• Prompts to remind students to think about what strategies they are using
and whether they are appropriate for the task.
• Self-questioning prompts to remind students to question their choices.
• Quick charts and questionnaires to help people focus on their
developments such as KWL charts.

11. Active Reading Strategies

Active reading strategies are strategies that ensure you are concentrating while you
read and actually comprehend the information.

Examples of active reading strategies include:

• Underlining text: Underline key or important bits of information to
highlight their importance in your mind.
• Using a ruler to read: place a ruler under the sentence you’re reading to
help you focus on that line.
• Scan for the main ideas: In informational texts, you can scan for the
information you need. Pay close attention to subheadings that give you a
clue about where you will find the key information.
My favorite approach to active reading is the reciprocal teaching approach. This
approach emphasizes four more strategies:
• Questioning: Ask yourself questions or ask your friends questions to
check comprehension.
• Summarizing: Try to sum up the page you just read in one or two
sentences to check for comprehension before moving on.
• Predicting: Try to predict how a story will go by looking at the pictures on
the cover.
• Clarifying: Ask for clarification from friends or a teacher when you don’t
understand rather than just moving on.

12. Active Listening Strategies

Active listening strategies are strategies students use to ensure they are listening
attentively.
Some examples of active listening strategies include:
• Turning your body to directly face the speaker.
• Making eye contact.
• Asking questions.
• Nodding when appropriate.
 • Repeating what was said to you.
Teachers can directly teach and model active listening strategies to help students
develop these metacognitive skills and internalize them for future use.

13. Planning Ahead

When we plan ahead, we often have to think about how we’ll go about a task. We might
call it our “plan of attack”.
Planning ahead involves thinking about what we’re going to do in order to complete a
task. During your planning phase, you might make decisions such as:

• Deciding what strategies you’ll use when your task, competition or activity
begins.
• Tossing up a range of different thinking skills you might use when
approaching a task.
• Reminding yourself not to make the same mistakes you made last time.
• Preparing some tools that will help you keep your thinking on track, such
as preparing graphic organizers

14 .K-W-L Strategy Chart

The K-W-L Strategy Chart is a graphic organizer designed to aid in student

comprehension .The purpose of the K-W-L chart is to activate the student's prior
learning about a topic .It also gives them a purpose while reading the text and helps
them monitor their comprehension .This strategy can be used as a whole group
strategy, in small groups, or individually. Paper is divided into three sections or
columns. The first column, 'K', is for what the students already know about a topic. This
step is to be completed before the reading. The next column, 'W', is for students to list
what they want to learn about the topic during the reading. This step is also to be
completed before the reading. The third column, 'L', is for what the students learned
from the reading. This step, of course, is done after finishing the reading.

How it works:

1. Choose a text that covers a topic that needs to be taught.

2. Make a chart for all students to see using overhead, chart paper, Smartboard,
whiteboard, etc. Chart should be divided into 3 sections.
3. Distribute paper and have the students fold it into three sections, with appropriate
headings.
4. Introduce the topic and ask the students to review the text. Students can look at
bold-faced vocabulary words, headings, text under pictures, etc.
5. Ask students to record the terminology they are familiar with. Record their
shared ideas under "K" on the classroom K-W-L chart.
6. Next, ask students to record ideas under the "W" portion of their chart as to "what
they WANT to know".
 7. Share those ideas as a whole class.
8. Have the students read the text you have chosen.
9. After reading, have students record 5 to 7 concepts of what they Learned under
the "L" column of their charts.
10. Share concepts from "L" column as a whole group.

Examples of Student Using Metacognitive Strategies

An example of high school student uses metacognitive strategies while solving a word
problem. By using self-instruction and self-monitoring, she actively plans and monitors
her work. the self-monitoring checklist used by the student:

Transcript: Metacognative Strategies: High School

Student: First, I’m going to read the problem. “Mr. Smith, the principal, is standing on
top of the high school. He is looking at a tree in the courtyard that is 30 feet away from
the school. The angle from Mr. Smith’s feet to the base of the tree is 43 degrees. Using
this information, determine the height of the high school.”

So what am I missing? The problem says that the angle from Mr. Smith’s feet to the
base of the tree is 43 degrees. I’ve noticed that, if you connect this point to this point,
we have a right triangle. So, while this angle is 43 degrees, this angle right here is a
right angle that’s 90 degrees.

There’s a trick that I’m going to use that’s called SOHCAHTOA that you can use to find
the sides and angles in a right triangle. The opposite side to 43 degrees is 30 feet, right
here. So what do I need to find? I need to find the adjacent side. I’ll label it with an “A.” I
look at SOHCAHTOA, and I know that I need to find the tangent, because tangent
equals opposite over adjacent.

Now all I have to do is plug in the information that I have in order to find “A.” Tangent of
43 degrees, the angle, equals 30—that’s the opposite side—over
“A.” And I find that 30 over 0.93 equals 32.25. So the height of this building is 32.25
feet.

Now that I’ve solved the problem, I ask does my answer make sense? Given the
information from the problem, and with what I know about most buildings, 32 feet seems
like a reasonable answer.

Metacognitive classroom activities:

➢ Low effort (class or activity-level):

• Think-Pair-Share (or TPS) activities are a great way to encourage student

engagement and reflection in class. These activities pose a question
students must consider alone and then discuss with a peer prior to settling
on a final answer. Depending how it is implemented, TPS can help students
synthesize course content or reflect on practicing for mastery.
• Retrievalpractice is another way to enhance student retention of key
material, making them more aware of the learning process. Recent cognitive
psychology research shows that students who are tested or questioned on
relevant course material at regular intervals tend to retain that material
longer.
➢ Moderate effort (activity or unit-level)

• Reflective prompts are activities that require students to reflect on a given

learning experience at a specific scale of interest. You might ask students to
write a "minute-paper" on an index card, asking them to write down their
thoughts or ideas from a specific class activity. This gives students the
opportunity to quickly express their ideas on a specific topic
• Exam Wrappers help students think about the exam experience before and
after a given exam. They might be as simple as a series of questions asking
students how much time they spent studying for the exam or they could be
more involved
• Learning Journals are a way for students to describe their learning
experiences over time. This could be a daily, weekly or periodic activity
meant to gives students a window into their own understanding and how that
understanding grows and changes as the term progresses. Ask specific
questions or have them reflect generally about how they are doing, what
their specific academic goals are in your course, etc. You may or may not
review their journals regularly but attaching some participation points will
make the students take the work seriously.
➢ Committed effort (course-level)

• Classroom notebooks are similar to the Learning Journals above but with
more structure and with regular check-ins/share-outs. This scaffolded
approach to writing and reflection with associated points will empower
students to take more control of their learning process and become more
self-regulating of their progress.
 Lesson plan
(Using the metacognitive strategy “K-W-L Strategy chart ”)

Title of the lesson: Understanding photosynthesis

Warm up : What is photosynthesis ?

Objectives Materials Teacher / Learner activities Evaluation Time

By the end of -Chart papers -The teacher will begin with an -Determine
the lesson introduction relating how human what types of 30
pupil will be -Worksheet consume food for energy and plants living things are minutes
able to : with a picture need a way to do this too.This will part of
Of a plant and lead to the introduction of photosynthesis
1) Identify and a leaf with all photosynthesis.
label the parts parts distinctly -Determine the
of the plant drawn -Teacher will distribute chart papers definition of
for all students and have the students photosynthesis
2) Identify and -Worksheet fold it into three sections, with
label the parts with drawings appropriate headings. -What are the
of the plant that represent products of
the cycle of photosynthesis?
3) Define key photosynthesis K-W-L Chart
terms relating -Why
to the process -Two life Topic: photosynthesis photosynthesis
of plants is necessary for
Photosynthesis What I What I What I sustaining
Know Want to learned human life ?
4) Organize Know
the steps
involved in
photosynthesis

5) Name the
key chemicals
involved

5) Name the
key chemicals
involved in the
photosynthetic
reaction
-Teacher will show students a picture
6) List the of a plant or a live plant and ask them
steps of to record all of their prior knowledge
photosynthesis of what they know about
in the correct photosynthesis.
order
-In small groups, they come up with
7) Describe questions about what they WANT to
why know about photosynthesis. We share
photosynthesis these as a whole group.
is necessary
for sustaining -In small groups , they take one of
human life their questions about what they want
(release of to know about photosynthesis and
oxygen) they design an experiment that would
help answer that question.

-At the end of the experiment they

write down what they LEARNED and
we share as a group.
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thinking/
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education/
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between-cognition-and-vs-metacognition/
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