When was the last time you thought about what you were thinking? This awareness of your own thought processes is known as metacognition, and it plays a vital role in your daily learning and life experiences. Having said that, the application of metacognition goes beyond the field of cognitive science and psychology, but also extends to education and classroom management across the globe. Let's explore how metacognition can help us study well, regardless of age and learning goals.
Metacognition and its significance in learning
- Metacognition is the practice of being aware of one's thought process
- Metacognition is often divided into metacognitive knowledge and metacognitive regulation
- The three types of metacognitive knowledge include declarative knowledge, procedural knowledge, and conditional knowledge
- The three stages of metacognitive regulation are planning, managing, and evaluating
- Metacognition can be used by both educators and students for a comprehensive learning experience
🤔 What is Metacognition and Why It Matters?
At first glance, the word metacognition may sound formal or fancy, but it's actually a straightforward concept. Developed by American developmental psychologist John H. Flavell, it refers to being aware of your own thinking (knowledge) and regulating it (control). It follows the theoretical framework of two main components, which we will discuss in detail later:
Metacognitive knowledge revolves around the learner's awareness of their own thoughts and the learning strategies through declarative knowledge, procedural knowledge, and conditional knowledge.
If metacognitive knowledge is about ideas and facts, metacognitive regulation is all about carrying out the actions for effective learning through three stages: planning, monitoring, and evaluating.
In the field of education, metacognition is a powerful skill that can cultivate effective learning and performance among students1. It is also a skill that can be developed and improved over time with practice. Metacognition remains a relevant and significant tool for both independent and group learning, as an application of cognitive science in classroom settings or beyond, with the following key benefits:
🔍 Three Main Types of Metacognitive Knowledge
Now, let's break down the three main types of metacognitive knowledge.
Declarative knowledge
- Identifying and knowing WHAT knowledge to apply
- Knowing what learning techniques work for you and what doesn't
Procedural knowledge
- Knowing HOW to apply the knowledge
- Knowing the breakdown of steps and techniques to help you learn effectively
Conditional knowledge
- Knowing WHEN and WHY to apply the knowledge
- Knowing the right application of learning techniques according to the task and goal
Examples of Declarative Knowledge, Procedural Knowledge, Conditional Knowledge
👉To develop your declarative knowledge, you need to reflect and review your learning strengths and weaknesses across different subjects:
- I learn better when I revise new psychological theories by writing them down in a physical notebook
- I struggle with memorising dates, but do well with memorising names for history.
👉Procedural knowledge focuses on using the right solutions/ingredients to solve a problem.
- If I need to write a poem analysis, I need to come out with an intro, theme analysis, character analysis, and language analysis.
- If I need to memorise the order of planets in the Solar System, I'll need an effective memorisation technique like a mnemonic device.
👉As for conditional knowledge, it's a combination of both declarative and procedural knowledge.
- I'll use flashcards to memorise historical dates, but use video tutorials to write a poem analysis.
- I'll use the blocking method to study a new topic, but I'll use the interleaving method to do topical past-year questions for Biology.
🔄 The Three Stages of Metacognitive Regulation
In the context of learning and education, it's how you execute the best strategies for the best results. Now, let's dive deeper into the three stages of metacognitive regulation. These three stages help learners manage and control their cognitive processes at different stages of learning.
Before learning
Planning
During learning
Monitoring
After learning
Evaluating
What can learners anticipate from each stage of metacognitive regulation? Here are some pointers to kickstart each stage.
🧩 Planning
This stage involves setting feasible learning goals, where you plan specific time allocations and learning strategies, while anticipating the challenges that may arise when executing the goals. Planning helps you to stay focused on your intention with a clear direction.
An hour of planning can save you 10 hours of doing.
Dale Carnegie
Here are some examples that you can try out and adapt according to your learning needs:
- I will summarise a chapter of Chemistry PowerPoint slides with my own words
- I will set an alarm and allocate 30 minutes to do the summary
- I will choose to do this in my study room to avoid distractions
🧩 Monitoring
The next step is required while you are doing the actual task itself to help you stay on track and adjust your methods and plan in real-time so that you won't waste your effort and time.
Asking yourself questions can help you identify and eliminate distractions, confusion, or misunderstandings (of topics or concepts) so that you can solidify your understanding of the learning material before moving on to the next task.
Here are some questions that you can ask yourself while monitoring:
- Am I going too fast with this material, or should I slow down and try something else?
- Do I understand this summary of my own notes?
- Is this method of summarising effective?
🧩 Evaluating
The final stage takes place after you have completed the set task. Evaluating helps you to look back at what worked and what didn't work with your past experiences, so that you can continue to refine your learning strategies.
Here are some insight examples to ponder on during the evaluation:
- Did the summary of the PowerPoint slides help me to understand the topic better?
- I can remember the definitions, but I cannot really link some theories when doing the sample questions.
- Maybe instead of long sentences, I can use bullet points or mind maps to summarise better.
🎓 Metacognition in Education: Strategies for Students
Now that we have explored metacognition as a framework, it’s time to apply these strategies 2 to strengthen your learning outcomes as students. Remember, these strategies can only produce the best results when you practice them consistently!
The habit of self-questioning aligns with what we have just explored in metacognitive regulation, encompassing the three stages of planning, monitoring, and evaluation. Based on the answers to the questions asked, we can go through the best techniques to reinforce what we have learnt, whether it's in the form of retrieval practice or self-testing, like quizzes.
It's always beneficial to wrap up by maintaining a learning journal to record the various learning techniques you have tried out for different subjects. It is like building an awareness database of your best learning styles or your common mistakes, so that you can not only track progress over time but also turn every error into a learning opportunity.
🏫 Metacognition in Education: The Role of Teachers
It's time to look at the other side of the coin. Teachers, too, can play a significant role in fostering metacognition effectively in the classroom. If you are an educator, here are three ways to nurture your students' metacognitive development, regardless of their learning levels.
Here are some questions that you can integrate to encourage collaborative discussion among students, where they can observe, share and learn from each other's insights:
- Which learning strategy helped you the most today, and why is that so?
- Which part of the topic was the hardest, and which part of the topic was the easiest?
- Did you understand the topic better (at least 50% better) after trying out a new learning strategy of using mind maps?
🔥 How Metacognition Fosters the Benefits of Lifelong Learning
Metacognition is a valuable tool for learning and strengthening long-term memory. Here are how different aspects of metacognition that promote lifelong learning 3 in terms of adapting, reflecting, and growing beyond formal education. It is applicable if you are learning a new musical instrument as a working adult or learning portrait painting as a retiree.
| Metacognitive Aspect | Benefit for Lifelong Learning |
|---|---|
| Planning and Goal Setting | Enables learners to direct their own learning |
| Monitoring and Self-Assessment | Promotes independent learning and self-regulation |
| Reflection and Evaluation | Enhances retention and transfer of knowledge |
| Adaptability and Strategy Use | Increases problem-solving skills and learning flexibility |
| Increased Self-Awareness | Builds confidence and emotional resilience |
🎯 Explore Metacognition & Other Learning Strategies with Superprof
If you are interested to learn more about metacognition and its application in the field of education, you can connect with an experienced and qualified psychology tutor at Superprof.
At Superprof, find a private tutor who matches your learning preferences in terms of qualification, years of experience, teaching methodology, online review of past students, teaching specialisation (cognitive science and memory), and also their hourly rates before booking your first lesson.
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We hope this article has offered you some insights into metacognition and its significance in the classroom and beyond. May you excel in your studies and enjoy your learning process through this practice!
References
- Bitesize, B. (2022, November 7). What is metacognition and how can it help you? - BBC Bitesize. BBC Bitesize. https://www.bbc.co.uk/bitesize/articles/zjgs3qt
- Price-Mitchell, M. (2015, April 7). Metacognition: Nurturing Self-Awareness in the classroom. Edutopia. https://www.edutopia.org/blog/8-pathways-metacognition-in-classroom-marilyn-price-mitchell
- Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), fe3. https://www.lifescied.org/doi/10.1187/cbe.20-12-0289
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