3.2 Metacognitive

When and where did I find it.  I came across this word in the article by Ruddell & Shearer ( 2002) and in our course text by (Fisher & Frey, 2008). 

Full citation: M.R. & Shearer, B.A. (2002). “Extraordinary,” “tremendous,” “exhilarating,” “magnificent”: Middle school at-risk students become avid word learners with Vocabulary Self-Collection Strategy (VSS). Journal of Adolescent & Adult Literacy, 45(5), 352-363. 

What it means.  Fisher * Frey (2008) quote the The National Research Council’s (1999) definition of the word as “ peoples ability to predict their performances on various tasks...and to monitor their current levels of mastery and understanding” (p. 8). Fisher and Frey (2008) go on to say that when you hear discussion about “active learning”  you are “hearing the rumble of metacognition” (p. 9). 

Level of familiarity.

I am familiar with the concept of metacognition, but I think it’s always a good idea to practice and challenge ourselves as to how we know what we know, no matter our age. 

Do I want to know this word well and why? Even though I am familiar with the concept, I want to know this word and concept to teach my students. Increasingly, students are becoming more exposed and familiar with the Think Aloud strategy.  Modeling thinking aloud is essential to supporting students learning. But more importantly, having students become cognizant of what it means to be metacognitive and how this supports their learning and questioning process goes beyond just strategy use. As educators, developing students’ metacognitive awareness provides them with critical thinking skills that will go beyond the classroom. I think learning what questions we should  be asking our students so that they are checking in and monitoring their own learning is ongoing 

Do I think others should know this word well...if so WHO AND WHY?  I can not think of anyone who should not know this word. Parents, teachers, and learners should know this word and concept well.  Specifically in the role of education, teachers and literacy specialists must be lifelong learners, model and teach students to become active in their own learning. Teaching students to be metacognitive, to think about their thinking will develop students that are self-reflective, self-regulative, and ultimately, independent, critical thinkers in society.