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Metacognition Handout

Guidance in writing weekly metacognitive reflections
Course

Writing 45 (33175)

4 Documents
Students shared 4 documents in this course
Academic year: 2022/2023
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Rose Farahi
University of California Irvine
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Metacognition

Definition Metacognition is thinking about your own thinking. It is as if you have a big brain outside your own brain looking at how your brain is doing something (McGuirre). Metacognition is an awareness about your own learning. It entails understanding the goals of the learning process, figuring out the best strategies for learning, and assessing whether the learning goals are being met. Metacognition can include any of the following elements:

  • Understanding what one already knows about a topic-exploring prior knowledge for example your home “funds of knowledge”

  • Figuring out what one wants to know about a topic and why

  • Realizing what one has learned in the course of a lesson or acvitity

  • Monitoring one’s understanding during the course of an activity, like reading and writing

  • Choosing which learning strategies to employ and when: being strategic

  • Evaluating whether a particular learning strategy was successful in a given circumstance: asking this this work yes no? what do I need to do next time?

Importance to Your Academic Success:

A metacognitive student sees him or herself as an agent in the learning process and realizes that learning is an active, strategic activity. Metacognitive thinking is the kind of active thinking about the learning process that you need to succeed. Resources

Active Learn, “Mastering Metacognition: The What, Why and How. Available at; activelylearn/post/metac ognition Taczak, Tara and Liane Robertson “Metacognition and Reflective Writing Practitioner: An Integrated Approach” Contemporary Perspectives on Cognition and Writing. Eds. Patricia Portanova, Michael Rifenburg, and Duane Roen. Boulder Colorado: University Press of Colorado, 2017: 211-229. Tinberg Howard “Metacognition is Not Cognition” in Naming What We Know: Threshold Concepts in Writing Studies, eds. Linda Adler-Kessner and Elizabeth Wardle Boulder Colorado: University Press of Colorado, 2016: 75-

Copyright © 2011 by the National Council of Teachers of English. All rights reserved.

With adaptations from Yolanda Santiago Venegas June 2018

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Metacognition Handout

Course: Writing 45 (33175)

4 Documents
Students shared 4 documents in this course

University: University of California Irvine

Was this document helpful?
Metacognition
Definition
Metacognition is thinking about your own
thinking. It is as if you have a big brain outside
your own brain looking at how your brain is
doing something (McGuirre). Metacognition is
an awareness about your own learning
. It
entails understanding the goals of the
learning process, figuring out the best
strategies for learning, and assessing
whether the learning goals are being met.
Metacognition can include any of the
following elements:
• Understanding what one already
knows about a topic-exploring prior
knowledge for example your home
“funds of knowledge”
• Figuring out what one wants to
know about a topic and why
• Realizing what one has learned in
the course of a lesson or acvitity
• Monitoring one’s understanding
during the course of an activity, like
reading and writing
• Choosing which learning strategies
to employ and when: being strategic
• Evaluating whether a particular
learning strategy was successful in
a given circumstance: asking this
this work yes no? what do I need to
do next time?
Importance to Your Academic
Success:
A metacognitive student sees him or
herself as an agent in the learning process
and realizes that learning is an active,
strategic activity. Metacognitive thinking
is the kind of active thinking about the
learning process that you need to succeed.
Resources
Active Learn, “Mastering Metacognition:
The What, Why and How. Available at;
https://www.activelylearn.com/post/metac
ognition
Taczak, Tara and Liane Robertson
“Metacognition and Reflective Writing
Practitioner: An Integrated Approach”
Contemporary Perspectives on Cognition
and Writing. Eds. Patricia Portanova,
Michael Rifenburg, and Duane Roen.
Boulder Colorado: University Press of
Colorado, 2017: 211-229.
Tinberg Howard “Metacognition is Not
Cognition” in Naming What We Know:
Threshold Concepts in Writing Studies, eds.
Linda Adler-Kessner and Elizabeth Wardle
Boulder Colorado: University Press of
Colorado, 2016: 75-76
Copyright © 2011 by the National Council of Teachers of English. All rights reserved.
With adaptations from Yolanda Santiago Venegas June 2018

Students also viewed

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