by Janice Williams
One constant in the world of education is change but one concept aimed at improving student learning appears to be sticking; metacognition. This portmanteau is derived from the Greek root ‘meta’ above or after and ‘cognition’ thinking and simply means ‘thinking about thinking’. This piece aims to answer the question; does thinking about learning actually help students learn?
The two main strands of metacognition are knowledge and regulation. Metacognitive knowledge encompasses enabling the individual to be aware of their cognitive processes and how best to use them. This would include knowing what strategies a student has in their toolbox and how to best use them with an awareness of their personal strengths and challenges. In contrast, regulation involves significant self-regulation, a skill many of us have difficulties with, enabling effective monitoring and planning and the ability to evaluate our own performance.
According to Flavell (1979) who coined the term metacognition, students who practise metacognition can better select and apply strategies that enhance their learning and comprehension. The first stage then is to identify the challenge e.g. knowledge retention and then employ a suitable strategy to enhance this weakness such as using mnemonics or using summary techniques such as flash cards.
Metacognitive thinking enhances problem-solving, a soft skill that many employers are crying out for in the changing employment market. It involves breaking down large tasks into manageable points i.e. chunking, planning the correct approach and making amendments to their method. This also forges resilience and perseverance as it focuses on repetition which takes time and results can be seen quickly giving the student rapid positive results.
There is a bounty of evidence-based research focussing on the positive correlation between metacognitive skills and academic performance. As far back as 30 years ago, a study by Shaw and Denison (1994) was able to demonstrate that self-awareness of metacognitive approaches on the student side resulted in better grades. Their skills of self-regulation including more effective study habits, time management and revision strategies enabled them to maximise their output. This ownership of their learning makes students more autonomous, taking charge of their learning and enabling them to find the correct resource for their needs, a crucial skill for future employability.
As a teacher, we often read the research finding it plausible and worthwhile but fall short when it comes to resources for using the research within the classroom. Time is a commodity that teachers always need more of so easy approaches to introducing metacognitive approaches to student learning are essential if they will be implemented. The good news is that we are already using metacognitive approaches!
Teachers can foster metacognitive skills through explicit instruction but this takes time away from the curriculum. It does have worth as strategies such as approaches to planning tasks and monitoring and evaluating progress can be demonstrated and are an important tool in the toolkit for future study. Teachers can model by thinking aloud during problem-solving tasks and using student’s ideas to demonstrate metacognition in action. This can be part of the normal lesson replacing direct instruction on how to complete a task.
Reflection prompts such as “What method did you use and why?” are especially useful in Mathematics and Science or “What could you do differently next time?” help students analyse their thinking and improve reflective practice but this needs to be firmly embedded. One session once a year as an ‘add-on’ after a summative assessment will not make the technique spontaneous and this must become an unprompted avenue for students to travel.
Feedback is an overused and often misunderstood word which immediately leads teachers to think of time lost rather than skills gained. It can be an opportunity to scaffold students’ learning as teachers guide students in the best approach to a problem and, as students become more proficient, this support can be gradually withdrawn promoting autonomy.
The value of collaborative learning cannot be underestimated. Not only does it give educators time to observe students discussing their learning with the possibility of ironing out misconceptions and assessing their level of understanding, but it also enhances metacognitive awareness. Seeing the different perspectives of their contemporaries encourages them to question assumptions, articulate their thinking and alter their approach to a task based on the feedback of their peers.
Metacognition is not an innate skill but, the good news is, that it can be taught and practised. This is a key area for differentiation with some students seemingly ‘possessing the metacognition gene’ and others requiring much more support. The role of the teacher, therefore, is pivotal; if the teacher is not well versed in metacognition they cannot effectively model and implement the skills needed. It is essential that metacognition moves higher up in the hierarchy of teaching skills. It is a crucial component of 21st-century teaching and it is our responsibility as educators, parents and colleagues to incorporate metacognitive processes into our teaching and everyday life.
There are challenges to this approach but the value outweighs these obstacles. The answer to the question “ Does thinking about thinking help students learn?” is an overwhelming yes. Metacognition is an abstract concept but a practical approach will have an impact on learning that empowers students to understand and control their cognitive processes. By integrating metacognitive strategies into our teaching, we can support the development of a more thoughtful, reflective and effective individual one which will enter the workplace and contribute more effectively to society.
I would encourage readers of this blog post to complete this short form to add their thoughts to this topic and offer ideas for the implementation of metacognitive processes within their school’s curricula.
References
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475.
[1] https://forms.office.com/pages/responsepage.aspx?id=gtzSBu1vO02SGDfTT7BAWygULhg9oXdPr0XVNEXWCo5URjFGNEVNOE5JNUo2QklSSUE4WlZPNzNGMC4u
Janice Williams is the Head of Sixth Form, Repton Al Barsha, Dubai
To connect with Janice on LinkedIn, click here
Next week’s Principal’s Blog is written by Vincent Chian, Global Principal, Fairview International School, Kuala Lumpur
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Thank you, Janice, for sharing this well-rounded discussion on metacognition. I can’t speak highly enough about the importance of consistently integrating reflective practices across subjects like mathematics and science, as well as the value of collaborative learning. Learning should always be prioritised in schools, and the success of educational leadership cannot be overlooked.
Thanks for this blog, Janice! A strong foundation for understanding and implementing metacognition in the classroom.
I’m curious to delve deeper into the practical challenges teachers might face when integrating metacognition into a crowded curriculum. Given the time constraints educators often experience, what are some strategies for efficiently embedding metacognitive practices into daily lessons without sacrificing core content?