Self-Regulation

Thinking about Thinking

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Metacognition is the awareness and understanding of one’s own thought processes (Berger, 2007). This is a higher-order thinking skill that allows individuals to be reflective thinkers and self-monitor their own learning. When individuals are aware of their own thinking, they make a conscious effort towards their actions and behaviours (Berger, 2007).

 

With respect to self-regulation, metacognition is a subcomponent that assists individuals in regulating their emotions, behaviours and thoughts, and applying their knowledge of strategies for learning and problem solving to different situations (Berger, 2007). In order for students to be self-regulated, they need to be aware of their own thought processes, and be motivated to actively participate in their own learning (Zimmerman, 2001).

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Important Metacognitive Processes

 

• Perceiving information correctly

• Regulating what you need to remember for future reference

• Regulating and retrieving of information from long-term memory

• Monitoring and self-assessing your own learning

• Understanding general learning strategies which an be applied to specific contexts

• Asking appropriate questions during the learning process

• Developing and implementing study strategies

• Identifying important information

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TEDx Talks 2017

Mindful Metacognition: How One Word Can Spark a Thousand Stories

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Source: https://www.youtube.com/watch?v=WWuBbkiVO7A

 

What do these words mean to you?

Happy Place. Phobia. Bully. Inquiry. Self-Regulation. Hardest Goodbye. Big Mistake.

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Why is this video message important?

• Everyone is different and has unique experiences.

• These experiences cause different connections, prior knowledge and word associations.

• Teachers need to foster a positive and inclusive learning environment where class discussions are encouraged.

• Students are sharing their experiences, ideas, and making further connections through dialogue and interactions with peers.

• Throughout this process, students are being reflective and activating their metacognitive processes "thinking about their thinking."

• This thinking process is important in assisting students in monitoring and modulating cognition, emotion and behaviour to adapt to specific situations (Berger et al, 2007).

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How does Metacognition foster writing?

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Engaging in metacognition is  a process that can help people be better writers (Gorlewski & Greene, 2011).

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Everyone experiences the mental process of reading and writing differently, and when we understand how our own mental process influences what and how we write, we are going to write in different and better ways .

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Metacognition is important in helping students develop effective writing skills and positive work habits. As we just explored, metacognition is "thinking about thinking" and a self-reflective process. When students are engaging in reflection, and thinking about their own thoughts and words, this process encourages them to improve their writing (Gorlewski & Greene, 2011).

 

Throughout all stages of the writing process (see writing strategies), whether it is the beginning stages when students are brainstorming and choosing an idea to write about, or the final stages when students are re-reading their work to make edits and revisions, students are using metacognitive processes and thinking and reflecting on their thoughts, words, and ideas. These metacognitive thought processes encourage students to think more deeply and critically about their writing, improving the quality and quantity (Gorlewski & Greene, 2011). Students are thinking about the writing strategies they chose and going through the explicit writing steps. Additionally, students can be thinking about what words they choose and why, and perhaps while they are thinking about this, they might choose to add more descriptive words or further develop an idea. These processes of thought result in unique and superior writing.

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Some metacognitive strategies to use in the classroom for all students (with and without learning disabilities) that will encourage and foster improved writing...

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• Explicit Teacher Modelling (teacher is showing their thought processes throughout the stages of writing)

• Think-Alouds (sharing and discussing writing ideas)

• Organizational Tools (such as graphic organizers, checklists, rubrics, etc.)

• Sharing Circles (where students can read and share their writing with peers)

• Reflective Journal Writing (students can reflect on their thoughts and writing)​

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See LD at School website for more information on metacognitive strategies and writing for students with LD's (learning disabilities).

These strategies are also effective for all types of learners. 

https://www.ldatschool.ca/metacognitive-strategies-or-thinking-about-my-thinking/​

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References 

 

Allan, E. G., & Driscoll, D. L. (2014). The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development. Assessing Writing, 21, 37-55

 

Berger, A., Kofman, O., Livneh, U. & Henik, A. (2007). Multidisciplinary perspectives on attention and the development of self-regulation. Progress in Neurobiology, 82, 256-286

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Gorlewski, J., & Greene, K. (2011). Research for the classroom: The power of reflective writing. The English Journal, 100(4), 90-93. Retrieved from http://www.jstor.org/stable/23047788

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Kaplan, M., Silver, N., LaVaque-Manty, D. & Meislish, D. (2013). Using reflection and metacognition to improve student learning: across the disciplines, across the academy. New pedagogies and practices for teaching in higher education series. Sterling, Virginia: Stylus

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Knowles, Lindsay (2017). Metacognition and the writing process: Can thinking about thinking make you a better writer? The writing cooperative. Retrieved from https://writingcooperative.com/metacognition-and-the-writing-process-251d73e5378f 

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Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In Zimmerman, B.J. & Schunk, D.H. (Ed.), Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (pp. 1-65). Mahwah, NJ: Lawrence Erlbaum Associates