TOGGLE DRAWERHIDE FULL INTRODUCTION
Metacognition is often simply defined as “thinking about thinking,” but there is really more to it than that. In reality, metacognition is comprised of two related sets of skills:
Understanding what skill a task requires.
Knowing how and when to use those skills.
In this unit, you also discover what it takes to use these higher order thinking skills and how to apply them in the classroom to increase student achievement.
To successfully complete this learning unit, you will be expected to:
Examine the relationships between self-regulation and behaviorism, social cognitive theory, information processing theory, and motivation.
Explain the relationship between self-regulation and metacognition and the role each plays in learning and performance.
Explain the self-regulation processes within behaviorism, social cognitive theory, and information processing theory. Readings
Use your textbook to complete the following:
In Learning Theories: An Educational Perspective, read Chapter 9, “Self-Regulation,” pages 401–443. Self-monitoring, self-instruction, and self-reinforcement are the cornerstones of self-regulation—and goal-setting is important as well.
Use your coursepack to complete the following:
In Handbook of Self-Regulation, read Zimmerman’s 2000 article, “Attaining Self-Regulation: A Social Cognitive Perspective,” pages 13–39. In this article, Zimmerman extends Bandura’s triadic definition of self-regulation and discusses the structure of self-regulatory systems, social and physical environmental contexts, and how to develop self-regulation.
Use the Capella University Library to complete the following:
Read Malpass, O’Neil, and Hocevar’s 1999 article, “Self-Regulation, Goal Orientation, Self-Efficacy, Worry, and High-Stakes Math Achievement for Mathematically Gifted High School Students,” pages 281–288 from Roeper Review, volume 21, issue 4. This article is a publication of Dr. Malpass’s 1994 dissertation. It covers the many constructs listed in the title. The results of this research are recommendations to teachers for increasing student achievement.
Read Kaplan’s 2008 article, “Clarifying Metacognition, Self-regulation, and Self-regulated Learning: What’s the Purpose?” from Educational Psychology Review, volume 20, issue 4, pages 477–484.
The Difference Between Metacognition and Self-Regulation:
Self-regulated learning and metacognition are intertwined constructs; you cannot have one without the other. Self-regulated learning is made up of processes that learners use to focus their thoughts, feelings, and actions to attain their goals. To be a self-regulated learner, metacognition must play a role. Review the article you read in Unit 5 and elaborate on how you believe metacognition and self-regulated learning are related. What inferences can you make on their impact on learning and achievement? What do you think is the relationship between metacognition, self-regulation, and self-regulated learning?
Respond to the posts of two of your peers by discussing the differences or similarities in your analyses. Provide examples of how you have used self-regulation and metacognitive skills in your own life or education to support your learning. What processes or approaches have worked for you?