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Posts Tagged ‘metacognition

No, I am not treading on the toes of those who promote visual thinking or visual learning. I am referring to this representation:

The worst kind of thinking can create conspiracy theories. These start a predefined idea (the unicorn) instead of doing the hard work of the scientific method. Such theories connecting the dots around the stencil so that the idea materialises.

If there is a bigger problem than this sort of thinking, it might be that some people do not realise that they are thinking this way. They fall prey to pseudoscientists and charlatans who take advantage of lazy or convenient thinking.

We have a preventative antidote to this sort of poisonous thought. It is called metacognition — thinking about thinking — and knowing when and how to switch strategies.

If there is one thing that most local tuition centres sell, it is this: We guarantee good academic results relatively painlessly.

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If there is one thing both teachers and parents should know (but do not or do not care much about), it is metacognition.

Good tutors might help their learners strategise how they think. Bad ones want paying customers to rely on them for these strategies.

Yesterday I reflected on how a field trip was a lost opportunity for modelling and teaching critical thinking.

Today I reflect on how I used a holiday book report to teach my son about metacognition.

In simple terms, metacognition is thinking about thinking. When a person steps back from a task or problem to consider alternatives, the strategising is a form of metacognition. When learners rise above a lesson and ask themselves what they actually learnt, that reflection is another form of metacognition.

When my son was given a book report to complete during the June school vacation, he started reading his book without considering what the instructions and his options were. This is what many students do: When told to do something, the dutiful take the straight path without question.

I asked him if he had been taught how to analyse questions or if he had been taught study skills. He replied that he had not.

I am giving the benefit of the doubt to his teachers since kids often do not see the point of such things when they are told. This is often because they do not get to practice those skills in a meaningful context.

My son’s book report was an excellent context and it was very well designed. He and his classmates could choose from a list of books instead of being forced to read just one book. They were also given several options to submit their report.

The options were varied, e.g., draw a comic to illustrate a key chapter, craft an alternative ending for the book, write a poem as a response, etc. In all options, students had to rationalise and justify their choices.

I was impressed with the design of the task because the teacher had incorporated learner choice into the report. I highlight choice and not learning “style” because the latter is a myth.

My son was about a quarter way through his book before he considered his options. When he decided on one, I asked him why he chose it and he struggled to articulate his reasons. In doing so, he had missed at least two opportunities to exercise metacognition.

When he did not read the instructions and options first, he failed to plan for his journey. That is like plunging into an actual journey without planning, research, money, schedules, or destinations.

The book report options were varied enough so that he could take advantage of his strengths or address weaknesses. He selected an option because it appealed to him. While that seems reasonable on the surface, powerful learning is about knowing when to leverage on what one is good at or face up to what one struggles with.

Our discussion on metacognition will not be the only one we have. This form of learning is a long process of self-discovery and awareness, and I will be there as a guide.

I reflected on the interaction I had with my son about cognition and metacognition.

Metacognition is arguably more important than cognition, particularly of the lower level sort, e.g., factual recall. It is easy to Google for information or find a solution in YouTube. It is not as easy, but certainly more important, to be able to decide if what you find is valid and reliable.

Facts will come and go. Students who face tests and exams are smart enough to adapt and rely on GIGO — garbage in, garbage out — as a strategy.

However, this form of schooling and assessments conditions them into that sort of pragmatic but lazy thinking. The more important types of thinking lie in metacognition. They need to be able to analyse, evaluate, reflect, and strategise. They need to focus on the long tail, not just the short game.


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