Motivating Metacognition
Introduction | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5
Learning Outcomes
The purpose of this unit is to suggest strategies for increasing student motivation to use metacognition in academic activities.
At the close of this unit, given research on student motivation, learners will be able to:
- discuss barriers that deter students' use of metacognitive strategies
- outline features of a classroom culture that promotes metacognition
Warming Up
In your reflection journal, please answer the following questions:
- What barriers have prevented students from using metacognition in your classroom?
- What resources do you need to remove these barriers?
Lesson 1: Barriers to Using Metacongition
Although little research has investigated barriers to using metacognition, parallel research has investigated barriers to using critical thinking skills. Snyder and Synder (2008) observed that instructors don't teach critical thinking because:
- they feel unprepared or untrained in teaching critical thinking
- they do not have support material for teaching critical thinking
- they have time constraints that preclude teaching critical thinking.
These factors are likely at play in considering why teachers don't instruct students in metacognitive strategies. When teachers do not instruct students, students in turn will not develop the skills. Additionally, metacognition can be a time-consuming activity, and it is not directly rewarded through grades (SESS, 2009).
Lesson 2: Ways to Promote Metacognition
Since you are taking advantage of this mini-course on metacognition, you are developing the foundational knowledge and skills that will enable you to instruct your students in metacognition. A number of resources are provided at the end of Unit 5 for you to continue your exploration of the topic.
Changes in the classroom culture can also promote the use of metacognition.
- Reward students' use of metacognition through praise or a portion of an assignment's grade.
- Model metacognition when delivering content.
- Before having students start a project, include a discussion of goal-setting.
- Create a classroom climate that promotes enthusiasm and learning.
Activity
Reflective Journal
As you reflect on the lessons in Unit 4, please complete the takeaway/implementation exercise in your reflection journal.
You can use this activity in your class to promote metacognitive skills.
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 you know how to create a classroom environment that promotes metacognitive thinking, we will now turn to integrating these metacognitive strategies into a class you are teaching.
References
Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, 50(2), 90-99.
Special Education Support Service (SESS). (2009). Metacognition for the classroom and beyond: Differentiation and support for learners. Retrieved from http://www.sess.ie/sites/all/modules/wysiwyg/tinymce/jscripts/tiny_mce/plugins/filemanager/files/Projects/Equality_of_Challenge/SESS_Metacognition_Resource_V1.pdf