MetaCognition

thinking about thinking, thinking at the Meta Level

Metacognitive-like processes are especially ubiquitous when it comes to the discussion of self-regulated learning. Being engaged in metacognition is a salient feature of good self-regulated learners. Groups reinforcing collective discussion of metacognition is a salient feature of self-critical and self-regulating social groups. The activities of strategy selection and application include those concerned with an ongoing attempt to plan, check, monitor, select, revise, evaluate, etc. Metacognition is 'stable' in that learners' initial decisions derive from the pertinent fact about their cognition through years of learning experience. Simultaneously, it is also 'situated' in the sense that it depends on learners' familiarity with the task, motivation, emotion, and so forth. Individuals need to regulate their thoughts about the strategy they are using and adjust it based on the situation to which the strategy is being applied. At a professional level, this has led to emphasis on the development of Reflective Practice, particularly in the education and health-care professions... Metacognition helps people to perform many cognitive tasks more effectively.[1] Strategies for promoting metacognition include self-questioning (e.g. "What do I already know about this topic? How have I solved problems like this before?"), thinking aloud while performing a task, and making graphic representations (e.g. Concept Map-s, flow charts, semantic webs) of one's thoughts and knowledge. Carr, 2002, argues that the physical act of writing plays a large part in the development of metacognitive skills (as cited in Gammil,2006, p. 754). http://en.wikipedia.org/wiki/Metacognition (Sense Making, Reflective Thought)