Thread:Some reading about metacognition (1)

hello David - your page is cookin!

you may find this article useful. Helen Nicholls - Cultivating "The Seventh Sense" - metacognitive strategising in a New Zealand secondary classroom - at:. http://www.aare.edu.au/03pap/nic03186.pdf

Also don't forget that metacognitive strategies also include reflection at a deeper level - thinking about thinking - as well as gaining self-awareness about our learning of which goal-setting is one small part. If we are unable to recognise how we learn and what we have learned, we are unable to set realistic goals. The article explains it very well.

I realise that goals can be laid down at the beginning of a course but I believe they need to be revisited frequently as we engage in a learning experience if they are going to be an effective metacognitive strategy for learning. And we can only revisit our goals as we reflect on what we are learning, how and why we are learning it.

Nicholls refers to the following: "Biggs,1991; Biggs and Moore, 1993) suggest that metacognition can be separated into declarative knowledge or “knowing what” (knowledge about one’s own learning processes), procedural knowledge or “knowing how” (knowledge about what skills and strategies to use) and conditional knowledge or “knowing when”(knowledge about when and why various strategies should be used)."(p3)--bron 05:35, 13 November 2007 (CET)