Metacognition, Learning, and Instruction

McCormick, Christine B.; Dimmitt, Carey; Sullivan, Florence R.

doi:10.1002/9781118133880.hop207004

Cited by 27 publications

(29 citation statements)

References 137 publications

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“…When considering how practitioners develop, draw on and maintain the capacity to think about their thinking, various terms are included under the rubric of teacher metacognition, including "metacognitive actions" (Duffy et al 2009), "metacognitive awareness" (McCormick, Dimmitt, and Sullivan 2013), and "reflection" (Risko, Roskos, and Vukelich 2015). Others such as "self-regulation" or "executive function" are used synonymously (Corcoran and O'Flaherty 2017).…”

Section: Conceptualizing Teacher Metacognitionmentioning

confidence: 99%

“…Success in language teaching, too, requires this kind of flexibility and is characterized by critical moment to moment decision-making in gauging what works well, for whom, and under which circumstances. Metacognitive teachers deliberately and actively monitor what they are doing, reflect on the rationale for doing so, and adapt their instructional repertoire as required by various situational demands (McCormick, Dimmitt, and Sullivan 2013). Teacher metacognition, among other things, can be used by teachers to efficiently reboot unsuccessful lessons or classroom activities, to improve their own professional learning and hone their practice more broadly, and to foster metacognition in learners.…”

Section: Introductionmentioning

confidence: 99%

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Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Conceptualizing Teacher Metacognitionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…On the basis of our research, we can only speculate that the observed change in frequency of strategy use was associated with the teachers' use of the SROC intervention, although there is a body of research by others which suggests that such an association is possible (e.g., McCormick et al, 2013). The gain in students' reported strategy use was apparent at a time when teachers in School B were discussing explicit use of learning strategies in lessons.…”

Section: Student Use Of Strategy Knowledge Across Timementioning

confidence: 65%

“…Underlying this assumption are findings from research which suggest that (1) learning of subject-matter content requires use of subject-matter content and learning strategies (e.g., Dunlosky, 2013); (2) by the end of high school, at least some students have knowledge of and report use of both specific and general learning strategies (e.g., Leutwyler, 2009;McCormick, Dimmitt, & Sullivan, 2013); and (3) learning of subject-matter content can be improved (e.g., Hattie, Biggs, & Purdie, 1996;Schraw, 1998). When we designed and administered this survey, one of our expectations was that strategy use would be quite frequent for students, based on the assumption that the complex problem solving that students would undertake across their high school classes would require them to also employ many of the learning strategies that were included in the survey.…”

Section: Student Use Of Strategy Knowledge Across Timementioning

confidence: 99%

Concerns About the Quality and Quantity of Students’ Knowledge About Learning

Lawson

Barnes

White

et al. 2015

Cognition, Intelligence, and Achievement

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“…The absence of metacognition will make the learners unable to recognize their abilities [43]. It is suggested that an effective plan could be developed by instructors for the students to improve their learning if they are able to apply metacognitive strategies in teaching and learning activities [44].…”

Section: Resultsmentioning

confidence: 99%

Metacognitive Strategies in Teaching and Learning Computer Programming

Rum¹,

Zolkepli²

2018

IJET

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It has been noted that teaching and learning programming is challenging in computer science education and that this is a universal problem. To understand and to code programs are perceived as being very challenging in computer science education. This is due to the demand for practical ability rather than theory alone. Studies have revealed that students with metacognitive management skills perform well in programming compared to lower-performing students. The more difficult the programming activity, the greater the need for the programmer to own metacognitive control skills. The cognitive processes in learning computer programming require a novice programmer to develop metacognitive skills. The main objective of this research work is to identify the metacognitive strategies in teaching and learning programming. An exploratory study was setup to identify the level of metacognition awareness of novice programmers using the MAI instrument. Interview sessions with expert lecturers were also conducted to identify the metacognitive approaches and the pedagogical method applied in the teaching and learning activities. The learning behaviours of novices were also identified through the interviewing sessions. It can be concluded that there is a correlation between the metacognitive awareness level of an individual and their academic achievement.

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Metacognition, Learning, and Instruction

Cited by 27 publications

References 137 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Concerns About the Quality and Quantity of Students’ Knowledge About Learning

Metacognitive Strategies in Teaching and Learning Computer Programming

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