Metacognition is one of the most impactful pedagogies that we can introduce into our schools. Despite this, it is not necessarily being embraced by all schools right now. One of the reasons for this is because it can often seem like quite a complicated pedagogy to get your head around. However, when it is broken down effectively, it is not as complicated as it first seems. Therefore, this article will provide the key words and definitions that you need in order to understand and have effective conversations around metacognitive theory.
Why Have a Common Language?
Having a common language in school is key. It provides stability for students, ensures that classrooms are all displaying the same, high-quality research-informed practice and context appropriate strategies, and supports effective teacher conversations around theory and pedagogy.
This final point above should not be undervalued. Commonality of language within conversations will help no end in ensuring consistency within training, allow for more helpful professional conversations and will certainly aid implementation too. Imagine that the metacognitive language and definitions used within the English and Maths faculties varied. This would subsequently make it very difficult to have cross-curricular conversations and could even lead to the development of misconceptions, and ultimately poor implementation of strategies across school. Commonality in key words and their definitions would prevent all of this.
When determining this common language, it is crucial to consider the teaching debate of structure versus autonomy. On the one hand, having all routines, language and expectations the same in every classroom, with every teacher will help to maximise those benefits detailed above. However, teachers need to be able to spread their wings, utilise their own experiences and knowledge of context, and change approaches to fit their styles and the need of the students sat in front of them. The balance is delicate.
Considering this fine balance is crucial then when determining the common language around metacognition within a school. This article will provide you with suggestions of common metacognitive language that you can introduce within your school, as well as clear definitions which you will be able to share.
The Key Words
Metacognition
First and foremost, what definition are you using here? There are two main definitions that you may want to consider. The first is by the ‘godfather’ of Metacognition, John H Flavell. In 1976, he wrote:
‘I am being metacognitive if I notice that I am having more trouble learning A than B: if it strikes me that I should double check C before accepting it as fact.’
You may decide to go for my definition, which is:
‘Metacognition is the little voice inside your head that constantly evaluates and informs your decisions’.
Regulation of cognition
The three factors which make up the regulation of cognition are: planning; monitoring; evaluation. Though it may appear obvious, each of these three areas ought to be defined, so that staff are ‘singing from the same hymn sheet’ when using these key words during lessons.
Planning – Refers to the stages that we would work through before we attempt a task, include considering exactly what a task is requiring of us, pondering the facts we know in order to attempt a task, as well as the different ways we can go above tackling the problem (strategies).
Monitoring – Refers to mini-points of evaluation whilst completing a cognitive activity to ensure that what is currently happening is in-line with the plan and ensuring that no alterations need to be made to the plan or approach at this point in time.
Evaluation – The process of considering if the plan was effective, a consideration of the effectiveness of the strategies used in the cognitive task, and an analysis of what you would do differently next time, and what you would keep the same. Evaluation informs planning and is not the end of the process.
Knowledge of cognition
The three factors which make up this process are: knowledge of self; knowledge of task; knowledge of strategies. Once again, each of these areas needs their own definition:
Knowledge of self – This refers to the factual knowledge that someone has, which is relevant to a cognitive task that is at hand e.g. knowing the dates of invasions is relevant knowledge when discussing the chronology of WW2, but knowledge of types of clouds is not relevant information to the formation of ox bow lakes.
Knowledge of task – Refers to the comprehension of a given task, including an understanding of what is expected to be present in a final solution or write-up (e.g. how many points ought to be made and evidenced within a written exam question).
Knowledge of strategies – Refers to the different cognitive strategies that could reasonably be used to approach a task, as well as an understanding of their relative strengths and weaknesses, and therefore, which may be the most appropriate strategy to choose.
Metacognitive cycles
Metacognitive cycles are the regulation of cognition and knowledge of cognition processes. These processes are continuous, and each stage will help to inform the other.
Final thoughts
So, there you have it – your very own little ‘dictionary of metacognition’. With a theory that is complex and often misunderstood, having a bank of key words and definitions will help no end. Implementation should improve as all staff have the same definitions and understanding, and professional conversations will become easier.
For more on this area, check out this blog I did for Complete Maths, understanding how metacognition fits into the debate of structure versus agency!
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