Teaching Meta-cognition
Meta-cognition in the Workplace
Scenario 1: I approach my boss and tell him that I am
taking Saturday off. My boss appears
angry and says “No, you’re not. We’re going
to need you on Saturday.” I get mad too
at the boss and I don’t speak for a week or so.
Scenario 2: A couple of weeks later, I see a co-worker
go up to the boss and ask if he could speak to him about something. The boss looks up and asks what is going
on. My co-worker explains to the boss
that he needs Saturday off. My
co-worker tells the boss that he knows it’s an inconvenient time but he really
needs the day off. Our boss looks a
little nervous but says, “Yeah, ok.
We’ll manage.”
Scenario 3: A few weeks later I have a doctor’s appointment and need to leave
work early. I ask my boss if I could
speak to him for a minute. I try to
remember to explain to him that I need the time off – instead of telling him I
need the time off - and ask if we can work something out. I am surprised and happy when my boss kind
of smiles at me and says I can leave a couple of hours early for my
appointment.
These are some
of the applications of meta-cognitive skills:
the skills and knowledge that allows us to be aware of our own learning
and the process involved in getting us there.
In working with ESL learners, the greater the awareness of where they
are at and how they are missing the mark, the greater the likelihood of being
able to address the problem as learners then will understand where the
difference is and hopefully what is behind it.
The importance
of teaching metacognitive strategies cannot be over-emphasised. Metacognitive strategies help us to
understand how current information fits into a larger picture and how to best
utilise that information to reach a desired end: in short, to be in control of our learning and its
application. “Metacognition refers to
higher order thinking which involves active control over the cognitive
processes engaged in learning. Activities such as planning how to approach a
given learning task, monitoring comprehension, and evaluating progress toward
the completion of a task are metacognitive in nature.”[1]
Metacognitive
ability is a skill that helps people figure out “how things are done,” to
understand the differences and similarities and how they may deal with
them. In the school system,
metacognitive ability affects everything from writing an essay to participating
in a discussion to dealing with fellow students, teachers and administration.
You will find in
this curriculum resource a number of lesson ideas in all the skills areas,
writing, reading, communication/social skills that incorporate the development
of metacognitive skills.
The Guide to
Learners in this resource is an excellent way to point out what some of the
differences may be for your learners.
The Guide talks about the many skills required to succeed including
learning more than vocabulary in English but when and how to use that
vocabulary.
In this rapidly
changing world, the challenge of teaching is to help students develop skills
that will not become obsolete.
Metacognitive strategies are essential for the twenty-first century as
they enable students to successfully cope with new situations. Teachers and
resource people capitalise on their own and their learners’ talents and access
a wealth of resources. Tapping into
this experience and acknowledging strategies for learning and success creates a
metacognitive environment which fosters the development of good thinkers who
are successful problem-solvers and lifelong learners.