Name: Oray, Vaniza M.

Prof-Ed Section B

METACOGNITION (SUMMARY)

First, I will be going to share my perspective about metacognition, most of us engage in

metacognition every day without even realizing it, which is just thinking about our own thoughts.
Understanding our emotions and picking up new skills require a lot of thought reflection. The
main goal of metacognition is thinking about thinking, think about your own thinking. It is a
more effective way to improve student learning both for immediate results and for assisting
students in understanding their own learning processes. Metacognition is important in
understanding learning on how you think and feel. This skill inspires students to recognize how
they study best. Additionally, it aids in their development of maturing self-awareness abilities.

Second, the benefits of metacognition among students in tasks and circumstances like
reading comprehension, writing, mathematics, memorization, reasoning, and problem solving,
metacognition aids students in transferring their knowledge and understanding. Does
metacognition contribute better learning, students who use metacognition are better able to
distinguish between superficial knowledge and in-depth comprehension of a subject. However,
lesser students frequently lack this metacognition awareness, which might utterly destroy them
and make them give up on trying harder in the future. Simply described, the process of reflecting
on one's own thoughts. Specifically speaking, it refers to the procedures used to organize, keep
track of, and evaluate a person's knowledge and performance. An important component of
metacognition is a critical awareness of one's own thinking, learning, and self as a thinker and
learner.

Then, it entails being aware of when you know something, when you don't, and what to
do in those situations. In other words, it entails keeping an eye on your own learning and making
corrections as necessary. For instance, you engage in metacognition if you recognize that concepts
A and B are more difficult for you to understand or if you decide to take a different technique
after realizing your current method isn't working. Knowing oneself as a student, or
understanding one's strengths and flaws as a learner, is another aspect of metacognition. You are
metacognitively aware, for instance, if you can identify your areas of strength in academic
writing, exam taking, or other academic duties. In all fields and contexts, metacognitive processes
can be used to improve learning and thinking. Metacognitive skills must be taught and practiced
with kids since they are a necessary ability for lifelong learning.

Lastly, one of the most vital but sometimes ignored aspects of learning is
metacognition, intensely reflective the ability to direct, assess, and evaluate one's own ideas and
one's own actions is a skill that students have learned. Learning since they can hear their own
thoughts, they can be exceedingly introspective and perceptive. The ability to assess their own
learning, recognize their areas of strength and growth, and view the techniques they employ as
to change one's thought-processing style, one must be a learner and proactive. It involves
"knowing about knowing. The capacity to prepare a strategy for tackling a learning task using
prior information is known as metacognition, taking the required steps to solve a problem,
thinking back and evaluating the outcomes, and changing one's strategy as needed. Learning
about how people learn, becoming aware of one's own learning processes, monitoring one's
learning strategies and determining their efficacy, also known as self-regulation, self-monitoring,
or self-assessment, actively controlling one's own motivation and attitude toward learning, and,
when necessary, making adjustments to one's learning strategies are all included in this process.

Responses

When we talk about students reflecting on their use of the cognitive abilities required for
critical thinking, problem solving, effective teamwork, and creating new things, we are generally
thinking about metacognition in the context of project-based learning. We place a strong
emphasis on the requirement that students understand and consider the method they employ to
respond to a project's central topic or produce a final output. We advise teachers to take regular
breaks throughout a project to have "meta-moments" with students and discuss how they are
thinking, working, and learning. Such occasions can include class talks or, for older pupils,
conversations in project teams. Additionally, students can keep a notebook or log to document
their critical thinking practices addressing issues or discussing successful teamwork within their
groups. Explaining their reasoning and responding to inquiries about their method are essential
when students publish their project work.

We must instill in our students the idea that they are their own first assessor if we wish
to create academic self-sufficiency. To encourage metacognition and student self-evaluation,
teachers must create a culture in the classroom and provide resources. We must redefine
educative progress such that it encompasses more than just kids producing right answers despite
being a very potent concept, metacognition is occasionally misunderstood. Understanding your
own cognitive process is known as metacognition. There is a change in education right now,
therefore as educators, we need to be worried about this. We are, thankfully, gradually moving
away from a multiple choice/recall approach and encouraging our children/students to think.
While this change is exciting for students, it can be frightening for our teachers. It is frightening
because it is difficult. It is frightening because it is unclear. We must overcome our concerns so
that students can consider how they arrived at a conclusion or an answer. We can enable students
to make decisions through the metacognition process. Students will study more deeply and
authentically as a result of their deeper connection to the subject matter. This will affect our
students' learning for the rest of their life if we do it for them.

I have to admit that I used to think of metacognition as just another academic concept
we had to learn and memorize in order to complete the teacher education courses. I pondered
whether teachers genuinely have the time to support students in their thinking. Metacognition
should be a concern for teachers for two reasons: ensuring student knowledge and fostering
independence. Whether you're a seasoned educator or a new instructor this year, think about the
benefits of metacognition in your classroom. Applying the metacognition theory that all
educators acquired in their undergraduate or teacher preparation programs has the potential to
help educators assess students' knowledge and boost their independence.