Metacognition
Metacognition is "the conscious awareness of one's knowledge." (The Write Track, 13) In this strategy students identify what they know or think they know as well as identifying what they would like to learn. It sparks interest in a topic and gets students focused on an area of study. It is applicable to all areas of study and is important because it gets students thinking not only about the topic but about thier own thinking and learning. These activities can be used individually or in groups. Although their are numerous metacognitive strategies, three will be discussed here.
1. KNWLW: This stategy incorporates a graphic organizer table that asks students to generate a list of what they know or think they know about a given topic or concept. They share and clarify errors in information, generate interest in a topic, and direct their own learning by identifying what they want to learn. Getting students to invest in their learning is a strong motivational tool.
How To: Use a table/List the K(Know or think you know)/N(Need to know)W(Want to learn)/L(Learned)W(Wonder about). All ideas and topics are listed on the table, regardless of whether they are correct. Students discuss and clarify information throughout the lesson. After the lesson is complete they add the Learned column and the Wonder column to demonstrate learning and to identify topics for further group or individual study.
2. Sentence Starters: This strategy provides students with a boost as they fill in the blank about topics when the beginning of the sentence or thought is provided. It is an especially valuable tool for reluctant or insecure learners. This not only helps students to organize and focus the their thoughts but also provides a preassessment and motivator for further learning.
How to: A topic or concept is given. Students are supplied with an organzier of sentence beginnings to complete. This activity readily lends itself to individual, partner, or group work. Students share their sentences and clarify understanding as their share their ideas. All comments are validated.
3. Learning Logs: This strategy provides students with the explicit task of identifying what is important that they have learned. Writing the learning empowers the student and provides student ownership of what has been studied and learned. The Learning log entry can be open-ended or students can be provided with sentence starters to as a form of self-assessment.
Purposes: Metacognitive writing tasks can be used to:
1. Catalogue and record learning experiences
2. Identify student achievement and progress
3. Build student ownership of learning
4. Have student recognize learning needs and set improvement goals
5. Make personal connections to concepts
6. Build background and create hooks for learning
7. Clarify understandings and create connections across curriculum
8. Summarize information
9. Anticipatory Set
10. Asses Prior Knowledge
11. Edit writing and keep a portfolio of writing skill development
12. Writing about any topic to learn, question, or clarify
1. KNWLW: This stategy incorporates a graphic organizer table that asks students to generate a list of what they know or think they know about a given topic or concept. They share and clarify errors in information, generate interest in a topic, and direct their own learning by identifying what they want to learn. Getting students to invest in their learning is a strong motivational tool.
How To: Use a table/List the K(Know or think you know)/N(Need to know)W(Want to learn)/L(Learned)W(Wonder about). All ideas and topics are listed on the table, regardless of whether they are correct. Students discuss and clarify information throughout the lesson. After the lesson is complete they add the Learned column and the Wonder column to demonstrate learning and to identify topics for further group or individual study.
2. Sentence Starters: This strategy provides students with a boost as they fill in the blank about topics when the beginning of the sentence or thought is provided. It is an especially valuable tool for reluctant or insecure learners. This not only helps students to organize and focus the their thoughts but also provides a preassessment and motivator for further learning.
How to: A topic or concept is given. Students are supplied with an organzier of sentence beginnings to complete. This activity readily lends itself to individual, partner, or group work. Students share their sentences and clarify understanding as their share their ideas. All comments are validated.
3. Learning Logs: This strategy provides students with the explicit task of identifying what is important that they have learned. Writing the learning empowers the student and provides student ownership of what has been studied and learned. The Learning log entry can be open-ended or students can be provided with sentence starters to as a form of self-assessment.
Purposes: Metacognitive writing tasks can be used to:
1. Catalogue and record learning experiences
2. Identify student achievement and progress
3. Build student ownership of learning
4. Have student recognize learning needs and set improvement goals
5. Make personal connections to concepts
6. Build background and create hooks for learning
7. Clarify understandings and create connections across curriculum
8. Summarize information
9. Anticipatory Set
10. Asses Prior Knowledge
11. Edit writing and keep a portfolio of writing skill development
12. Writing about any topic to learn, question, or clarify