Metacognition and Student Outcomes

From KNILT

Introduction | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5

Learning Outcomes

You might wonder why metacognition is an important skill to teach students, especially in light of the many other required topics that comprise classes in all subjects at any level. The purpose of this unit is to provide a rationale for using metacognition in the classroom by outlining its impact on student achievement.

At the close of this unit, given a summary of research on the impact of metacognition on student achievement, learners will be able to:

  • explain how metacognitive skills can benefit students
  • summarize research on metacognition and student outcomes
  • examine areas of future research in metacognition

Warming Up

In your course reflective journal, list the benefits you think students gain when they use metacognitive strategies. If you would like to share your ideas with other learners, please copy them to the Discussion page for the mini-course.

As you complete Unit 2, refer back to this list to see how your initial ideas fit into existing research.

Lesson 1: How Students Benefit from Metacognition

Students who use metacognitive strategies are "the most effective learners," (Tomlinson and McTighe, 2006: 79). When aware of their learning through metacognitive strategies, they are able to take a more proactive stand towards their own learning (Branford, Brown, & Cocking, 1999). As a result, they have stronger academic performance than students who do not engage in metacognition (Bond & Ellis, 2013). Metacogition provides tools for learners to express intellectual curiosity and spurs motivation for learning (Paris & Winograd, 2013). Students with strong metacognitive skills demonstrate stronger learning transfer (Branford, Brown, & Cocking, 1999). In Unit 1, we discussed the role metacognition plays in self-directed learning; without it, students have little success in self-directed settings. However, with metacognitive skills, students not only have the resources to succeed in self-directed learning environments, they also gain confidence in their ability to learn, giving students a sense of independence and control (Willis, 2008).

How do these research findings compare to the list you developed in the "Warming Up" section? Did you list anything not included here?

Lesson 2: Future Research Directions

Although metacognition has been researched for many years, scholars still must study aspects of the concept to provide a complete understand of how it works and affects learners. Future research directions include:

  • Providing more clarity in defining metacognition and differentiating it from self-regulation and self-directed learning (Paris & Winograd, 2013; Schunk, 2008)
  • Engaging in more studies that investigate the outcomes of metacognition (Schunk, 2008)
  • Further articulate the types of instructional strategies that promote metacognition (Schunk, 2008).

What other areas would you like to know more about?

Activity

Reflective Journal

In your reflective journal, complete the "compass points" exercise.

From "Visible Thinking," Harvard Project Zero

You can adopt "compass points" to use in your classroom to help students develop metacognitive thinking strategies.

If you would like to share your reflections with other learners in the mini-course, please enter them on the Discussion page.

Conclusion

Now that we have discussed the benefits of metacognition, in Unit 3, we will look at some examples of how educators have integrated metacognition in their classes.

References

Bond, J. B., & Ellis, A. K. (2013). The effects of metacognitive reflective assessment on fifth and sixth graders' mathematics achievement. School Science & Mathematics, 113(5), 227-234.

Bransford, J., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Paris, S. G., & Winograd, P. (2013). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). New York, NY: Routledge.

Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational Psychology Review, 20(4), 463-467.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development.

Willis, J. (2007). Brain-friendly strategies for the inclusion classroom: Insights from a neurologist and classroom teacher. Alexandria, VA: Association for Supervision and Curriculum Development.

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