Metacognition is one of those words that your eye tries to avoid when reading. We all recognize the word cognition in there, but the four extra letters 'meta' add a lot to the meaning.
When I was first introduced to the word, I was very confused about it. My teacher spent two weeks explaining what it is and giving examples. But when I took the test at the end of the two weeks, I was stuck on the first question. She asked us to give the definition of metacognition. I knew what it meant, I was able to give her examples, but I could not put a sentence or two together to define it. It was such a big idea that I couldn't put it into words unless I wrote a whole essay! Most of the class missed that question. When the teacher passed them back, she told us "well I really did not want to tell you guys the basic definition of metacognition because I wanted you to come up with a better one. But since lots of you could not, the best way to think about metacognition is: the process of thinking about thinking". This was the sentence that popped up in my mind when I read the Martinez article because the same exact words were used. Martinez even mentioned that this definition needs a lot more explaining. But what helped me understand it better is the way Martinez broke it down and put it in words young students can understand.
Three Categories:
1) Metamemory and Metacognition: "One's own knowledge state".
2) Problem solving: "What you do when you don't know what you're doing".
3) Critical thinking: "Evaluating ideas for their qualities".
When I was reading I kept getting lost with all the different ideas and dimensions thrown at me. That point is when I realized how big the idea of metacognition is.
One thing kept going through my mind when I was reading all the articles. I was so sad to realize that even though teachers know about this, no one uses it. Every class that I have been in had a focus of students improving test scores. Students are trained through every single activity to become a better test taker. They are taught to work hard and study for a test coming up every day of the week (whatever test that may be).
I know that testing is a good/effective way to assess student work. But it shouldn't be the only way!
The stress that teachers are under to do their best so that their students can pass state tests is the reason teachers cannot teach the way they want. I am sure many teachers are against the curriculum or testing strategies, but what can they do about it? This question or issue has been on my mind since I started my field work and saw how classrooms operate.
I would like to know if any of you have a different view or may have a potential solution.
Here are some questions I would love to hear back from you guys about.
-what were your experiences like with this issue in your placements?
-do you guys think that when we become teachers we will be pressured into the same cycle?
-what can teachers do to integrate metacognitive activities/assessments into their classroom?
Hi Darin,
ReplyDeleteThanks for this insightful post. My experiences in the classrooms I have been placed in is similar to what you have seen. In the classes that I am currently in focus on math and reading for most of the day. They leave little time for social studies and science. They focus on those two subjects because of all of the standardized tests that they have to take. These two subjects are the ones that are tested the most. So, the teachers end up teaching the students to the test. This can be an issue because it does not allow the students to be creative with their work. Also, teachers are not able to change up their lessons because they have the pressure from the administration to bring out test scores. As for you second question, I think it depends on where you teach. Each school is different, so it is hard to tell if I am going to be pushed into that cycle. Once we have our own experiences, then it will be easier to think about metacognition.
Thank you!!!
Tina Skukan
Thanks for the feedback Tina!
DeleteAnd I hope we end up at a school where we can teach the style that we believe in.
Darin, I feel that incorporating metacognition into the curriculum of the classroom isn't too difficult, but it something that maybe teachers don't feel is as important because students aren't tested a lot on what THEY are thinking, but more so they are tested on their ability to back up any given claim with evidence. Usually the evidence is given in the text, and not always about the students own personal feelings and beliefs.
ReplyDeleteI feel very strong and confident to say that I will and always have been very focused on building off my students experiences. To me, it makes no sense to teach kids about any given subject if they have no connection or way to incorporate their prior knowledge to whatever it is that we will be going over that day.
Students feel empowered when they can use what they already know towards a new idea or practice. This will lead to better overall engagement by the students, as well as a better grasp to the new topic if they already have a way to interpret how they will use it in their day to day life.
I agree with you 100%!!
DeleteYour students will be very lucky to have you!!
Thanks for the feedback!
My first grade students are always think about what they are doing. Of course we do get the occasional "make sure you are focused" for students who start going of task. Otherwise, my students are always learning something new that they might have not seen before and need to make sure they are thinking about it and thinking about thinking.
ReplyDeleteI'm glad that your students have the chance to practice metacognition and use their creativity. Thanks for your feedback!
DeleteHi Darin,
ReplyDeleteI love your post!
I completely agree with you. My mentor teacher is experiencing similar difficulties. It's hard for him to teach the way he wants to due to testing standards, as well as short budget supplies. It's very disappointing to know that students are capable of so much in class, but are placed under a narrow scope of knowledge based off of the standardized tests they take. I think one important aspect that teachers can maintain to integrate metacognition is try to incorporate various methods for learning a lesson. I feel that if students are exposed to a lesson from different views to completely understand it, then it will be more possible for them to think about their thinking process and understand what they know and need help with.