In this Lesson Plan various metacognitive activities are included. We used the CALLA Lesson Plan for this  activity. Here can you share it!



            Metacognition Lesson Plan

Strategies for Developing Metacognitive Behaviors

from http://www.education/ .com

1. Identifying "what you know" and "what you don't know."  At the beginning of a research activity students need to make conscious decisions about their knowledge. Initially students write "What I already know about..." and "What I want to learn about...." As students research the topic, they will verify, clarify and expand, or replace with more accurate information, each of their initial statements.
2. Talking about thinking.  Talking about thinking is important because students need a thinking vocabulary. During planning and problem-solving situations, teachers should think aloud so that students can follow demonstrated thinking processes. Modeling and discussion develop the vocabulary students need for thinking and talking about their own thinking. Labelling thinking processes when students use them is also important for student recognition of thinking skills. Paired problem-solving is another useful strategy. One student talks through a problem, describing his thinking processes. His partner listens and asks questions to help clarify thinking. Similarly, in reciprocal teaching (Palinscar, Ogle, Jones, Carr, & Ransom, 1986), small groups of students take turns playing teacher, asking questions, and clarifying and summarizing the material being studied.
3. Keeping a thinking journal.  Another means of developing metacognition is through the use of a journal or learning log. This is a diary in which students reflect upon their thinking, make note of their awareness of ambiguities and inconsistencies, and comment on how they have dealt with difficulties. This journal is a diary of process.
4. Planning and self-regulation.  Students must assume increasing responsibility for planning and regulating their learning. It is difficult for learners to become self-directed when learning is planned and monitored by someone else. Students can be taught to make plans for learning activities including estimating time requirements, organizing materials, and scheduling procedures necessary to complete an activity. The resource center's flexibility and access to a variety of materials allows the student to do just this. Criteria for evaluation must be developed with students so they learn to think and ask questions of themselves as they proceed through a learning activity.
5. Debriefing the thinking process.  Closure activities focus student discussion on thinking processes to develop awareness of strategies that can be applied to other learning situations. A three step method is useful. First, the teacher guides students to review the activity, gathering data on thinking processes and feelings. Then, the group classifies related ideas, identifying thinking strategies used. Finally, they evaluate their success, discarding inappropriate strategies, identifying those valuable for future use, and seeking promising alternative approaches.
6. Self-Evaluation.  Guided self-evaluation experiences can be introduced through individual conferences and checklists focusing on thinking processes. Gradually self-evaluation will be applied more independently. As students recognize that learning activities in different disciplines are similar, they will begin to transfer learning strategies to new situations.

 

Establishing the Metacognitive Environment

A metacognitive environment encourages awareness of thinking. Planning is shared between teachers, school library media specialists, and students. Thinking strategies are discussed. Evaluation is ongoing.
In the creation of a metacognitive environment, teachers monitor and apply their knowledge, deliberately modeling metacognitive behavior to assist students in becoming aware of their own thinking.
Metacognitive strategies are already in teachers' repertoires. We must become alert to these strategies, and consciously model them for students.
Problem-solving and research activities in all subjects provide opportunities for developing metacognitive strategies. Teachers need to focus student attention on how tasks are accomplished. Process goals, in addition to content goals, must be established and evaluated with students so they discover that understanding and transferring thinking processes improves learning.

In this rapidly changing world, the challenge of teaching is to help students develop skills which will not become obsolete. Metacognitive strategies are essential for the twenty-first century. They will enable students to successfully cope with new situations. Teachers and school library media specialists capitalize on their talents as well as access a wealth of resources that will create a metacognitive environment which fosters the development of good thinkers who are successful problem-solvers and lifelong learners.

Metacognition and Three Types of Knowledge 

watch this video about metagognition

To increase their metacognitive abilities, students need to possess and be aware of three kinds of content knowledge: declarative, procedural, and conditional.

1. Declarative knowledge
is the factual information that one knows; it can be declared—spoken or written. An example is knowing the formula for calculating momentum in a physics class (momentum = mass times velocity).
2. Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process; for example, knowing the mass of an object and its rate of speed and how to do the calculation.
3. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. For example, students need to recognize that an exam word problem requires the calculation of momentum as part of its solution.

This notion of three kinds of knowledge applies to learning strategies as well as course content. When they study, students need the declarative knowledge that (1) all reading assignments are not alike; for example, that a history textbook chapter with factual information differs from a primary historical document, which is different from an article interpreting or analyzing that document. They need to know that stories and novels differ from arguments. Furthermore they need to know that there are different kinds of note taking strategies useful for annotating these different types of texts. And (2) students need to know how to actually write different kinds of notes (procedural knowledge), and (3) they need to know when to apply these kinds of notes when they study (conditional knowledge). Knowledge of study strategies is among the kinds of metacognitive knowledge, and it too requires awareness of all three kinds of knowledge

Metacognition and Motivation

Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often “self-handicap” themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort (Stage et al, 1998)

Metacognition and Study Strategies

students need to monitor their application of study strategies. Metacognitive awareness of their learning processes is as important as their monitoring of their learning of the course content. Metacognition includes goal setting, monitoring, self-assessing, and regulating during thinking and writing processes; that is, when they’re studying and doing homework. An essential component of metacognition is employing study strategies to reach a goal, self-assessing one’s effectiveness in reaching that goal, and then self-regulating in response to the self-assessment.





 
















Metacognition ....

is thinking about thinking, knowing "what we know" and "what we don't know." Just as an executive's job is management of an organization, a thinker's job is management of thinking. The basic metacognitive strategies are:

• Connecting new information to former knowledge.
• Selecting thinking strategies deliberately.
• Planning, monitoring, and evaluating thinking processes. (Dirkes, 1985)

A thinking person is in charge of her behavior. She determines when it is necessary to use metacognitive strategies. She selects strategies to define a problem situation and researches alternative solutions. She tailors this search for information to constraints of time and energy. She monitors, controls and judges her thinking. She evaluates and decides when a problem is solved to a satisfactory degree or when the demands of daily living take a temporary or permanent higher priority.

Studies show that increases in learning have followed direct instruction in metacognitive strategies. These results suggest that direct teaching of these thinking strategies may be useful, and that independent use develops gradually (Scruggs, 1985).

Learning how to learn, developing a repertoire of thinking processes which can be applied to solve problems, is a major goal of education. The school library media center, as the hub of the school, is an ideal place to integrate these types of skills into subject areas or students' own areas of interest.

When life presents situations that cannot be solved by learned responses, metacognitive behavior is brought into play. Metacognitive skills are needed when habitual responses are not successful. Guidance in recognizing, and practice in applying, metacognitive strategies, will help students successfully solve problems throughout their lives.

METACOGNITION-Definition
Metacognition-Learing about Learning


J. H. Flavell first used the word "metacognition".He describes it in these words:

Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them, e.g., the learning-relevant properties of information or data. For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact.

Metacognition Homework

Automaticity and Cognitive load

1.       What is automaticity?

Automaticity is the ability to do something without thinking in the process needed or required to develop.

2.       How do we develop automaticity?

We develop automaticity by learning, repetition and practice.

3.       Create an example of how teachers can change the amount of “extraneous cognitive load” on an assignment?

Using visual split-attention, to process the information to get a meaningful learning.

Visual split attention integrate text and diagrams to reduce cognitive load and facilitate learning.

4.When have you felt that you had a "full" cognitive load?

I felt that I had a full cognitive load when university deeds , work obligation and daily routine put me in a situation of overloading. When I plan too much things for the same week and I cannot fulfill my own aims, then I feel dissapointed and at the same time frustrated.

CATEDRA I

SIOP LESSON PLAN

Open the link above to see A Sheltered Instruction Observation Protocol which includes
the following components:


• Preparation. • Building background. • Comprehensible input. • Strategies. • Interaction. • Practice and application. • Lesson delivery. • Review and assessment.

Students in classrooms implementing the SIOP model understand what is being taught and have experienced success in learning grade-level content while developing their ability in English language skills.