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MetaCognition: a critical learning competency

How often do we stop to think about our thinking?

Metacognition is the awareness and understanding of one’s own thought processes, is a cornerstone of effective learning. It allows individuals to evaluate, regulate, and adapt their cognitive strategies, leading to improved problem-solving and critical thinking skills. Edward de Bono, in his Six Thinking Hats framework, refers to this as the ‘Blue Hat’ thinking, which involves managing the thinking process itself.


As the philosopher John Dewey once said, ‘We do not learn from experience… we learn from reflecting on experience.'”


In the context of higher education, metacognition plays a pivotal role in fostering self-awareness and lifelong learning habits. This blog post explores how metacognitive strategies can enhance learning in ethics, sustainability, reflection, and business communication, illustrating the transformative power of self-awareness in education.

Metacognition comprises two primary components:

  • Metacognitive Knowledge: Includes declarative knowledge (understanding oneself as a learner), procedural knowledge (knowing how to perform tasks), and conditional knowledge (knowing when and why to apply specific strategies) (Schraw & Dennison, 1994; Flavell, 1979).
  • Metacognitive Regulation: Involves planning (selecting strategies and resources), monitoring (awareness of comprehension and performance), and evaluating (appraising the task performance and strategy effectiveness).

“The significance of metacognition is connected to the very essence of how we live. ‘The unexamined life is not worth living’ as Socrates wrote, underscores the importance of self-reflection and critical evaluation in personal and academic growth.”


Role of Metacognition

  • Enhancing Critical Thinking and Self-Reflection: (Declarative Knowledge), e.g. Students engage in case studies and reflective journals, promoting awareness of their thought processes and ethical considerations (Schön, 1983).
  • Understanding and Evaluating Personal Values and Biases: (Conditional Knowledge), e.g. In teaching ethics, we specifically incorporate reflective journals into the assessment process in order to facilitate students to examine their responses to ethical frameworks, encouraging them to consider different perspectives and refine their moral reasoning (Schön, 1983).

Integrating MetaCognition

  • Importance of Reflection in Learning: (Procedural Knowledge), e.g. Reflective practices, such as journals and self-assessment, allow students to consolidate their learning and understand concepts more profoundly (Azevedo & Cromley, 2004).
  • Developing Self-Regulation and Goal-Setting Skills: (Conditional Knowledge), e.g. In sustainability courses, students may be assigned projects that require them to reflect on their personal carbon footprint and sustainability practices, promoting a deeper understanding of their environmental impact and fostering sustainable thinking (Boud & Molloy, 2013).
  • Self-Monitoring and Evaluating Communication Effectiveness: (Procedural Knowledge), e.g. Students learn to monitor their communication skills and evaluate their effectiveness, leading to improved interactions (Bransford, Brown, & Cocking, 2000).
  • Adapting Communication Styles Based on Audience Feedback: (Conditional Knowledge), e.g. In business communication courses, role-playing exercises and presentations can be used to help students reflect on their communication strategies, allowing them to adapt and improve their approach based on audience feedback (Roll & Wylie, 2016).

Importance of Teacher Feedback and Feedback Literacy

Teacher feedback plays a crucial role in the development of metacognitive skills. Effective feedback helps students understand their strengths and areas for improvement, guiding them in refining their cognitive strategies and enhancing their learning outcomes. Feedback literacy, the ability to understand and use feedback effectively, empowers students to take an active role in their learning process, making them more reflective and self-regulated learners (Boud & Molloy, 2013).

Feedback is a shared responsibility between teachers and students. For feedback to be effective, both parties must engage actively in the process. Teachers provide constructive insights and evaluations, while students must learn to interpret, internalize, and apply this feedback to their learning strategies. This collaborative approach ensures that feedback serves its intended purpose of fostering continuous improvement and self-awareness.

Feedback literacy comprises several competencies that collectively contribute to the metacognitive learning process. These competencies include:

  • Understanding Feedback: Students must comprehend the feedback they receive, including its purpose and how it relates to their work.
  • Seeking Clarification: Students should feel empowered to ask questions and seek further explanation when feedback is unclear.
  • Reflecting on Feedback: This involves critically analyzing feedback to understand what changes are necessary and why they are important.
  • Applying Feedback: Students must develop the ability to implement feedback into their future work effectively.
  • Engaging in Dialogue: An ongoing conversation between teachers and students helps clarify expectations, address misunderstandings, and support the continuous refinement of learning strategies.

By developing these competencies, students become better equipped to engage in the metacognitive processes of planning, monitoring, and evaluating their learning. This holistic approach to feedback and feedback literacy significantly enhances students’ ability to self-regulate and adapt their learning strategies, ultimately leading to improved academic performance and personal growth.

Metacognitive Teaching Tools and Templates

  • Reflective Journals: Templates for reflective journals can guide students in structuring their thoughts and reflections systematically. One such template is the “Gibbs’ Reflective Cycle,” which prompts students to describe, analyse, and evaluate their experiences (Boud & Molloy, 2013).
  • Self-Assessment Checklists: Tools like Zimmerman’s (2002) self-regulation checklist help students monitor their learning strategies and progress.
  • AI-driven Feedback Platforms: As students engage in a dialogical conversation with AI, such as intelligent tutoring systems, their curiosity and interaction can enhance metacognitive awareness. These platforms provide personalized feedback and recommendations, helping students to better understand their learning processes and improve outcomes (Aburayya et al., 2023; Lim et al., 2023).

Conclusion

By integrating metacognitive practices across disciplines such as ethics, sustainability, reflection, and business communication, higher education can significantly enhance students’ critical thinking, self-awareness, and adaptability. Educators are encouraged to embed metacognitive strategies in their teaching methods, fostering a reflective and self-regulated learning environment for students.

Students can also leverage AI tools to assist their metacognitive practices. Tools such as intelligent tutoring systems and AI-driven feedback platforms can provide personalised insights and recommendations, helping students to better understand their learning processes and improve their outcomes (Roll & Wylie, 2016).


“In the words of Confucius, ‘Real knowledge is to know the extent of one’s ignorance.’ Embracing metacognition not only reveals the depths of our understanding but also lights the path toward continuous intellectual and personal growth.”


 

References

How to generate AI H5P content with STYLE

How to generate AI H5P content with STYLE

Now you can generate H5P content using AI: https://h5p.org/ai and they have a video tutorial here 
You don’t really need to sign up for their “free trial” the trick here is to use the “STYLE” part of the ROSE model when you prompt AI.

Prompt:
Give me 3 multichoice questions about the northern lights

AI would response with something like this which then requires formating in order to insert into H5P

  1. What causes the Northern Lights (Aurora Borealis)?
    • A) The moon’s reflection on the Arctic ice
    • B) Light pollution from nearby cities
    • C) Collisions between Earth’s atmosphere and charged particles from the sun
    • D) Reflection of sunlight off the oceans
  2. Which layer of Earth’s atmosphere is primarily involved in creating the Northern Lights?
    • A) Troposphere
    • B) Stratosphere
    • C) Mesosphere
    • D) Thermosphere

Answers:

  1. C) Collisions between Earth’s atmosphere and charged particles from the sun
  2. D) Thermosphere

But if you use the STYLE from the ROSE model you can get ChatGPT or CoPilot outputs in the format you need to cut and paste into H5P.
Here’s how.

ROLE: You are a Learning Designer
OBJECTIVE: To create a 3 question multi-choice quiz on the northern lights
STYLE: Please ensure that you don’t use any answer keys or special formatting. Just list the questions with their options, with the correct answer listed first, with a carriage return after each option.
EXAMPLE:
What causes the Northern Lights (Aurora Borealis)?
Collisions between Earth’s atmosphere and charged particles from the sun

The moon’s reflection on the Arctic ice
Light pollution from nearby cities
Reflection of sunlight off the oceans

And AI will response with 
What causes the Northern Lights (Aurora Borealis)?
Collisions between Earth’s atmosphere and charged particles from the sun
The moon’s reflection on the Arctic ice
Light pollution from nearby cities
Reflection of sunlight off the oceans

Which of the following gases contributes to the green color often seen in the Northern Lights?
Oxygen
Nitrogen
Carbon Dioxide
Helium

During which part of the year are the Northern Lights most visible in the Northern Hemisphere?
Winter
Summer
Spring
Fall

Which you can now cut / paste directly into a H5P Single Choice Set:
ROSE

AI generated images by University discipline

AI generated images by University discipline

This article showcases AI-generated images representing different university disciplines, providing a unique and engaging perhaps even stereo-typing avisual perspective on various academic disciplines.

Business
Business

Journalism
Journalism

Chemistry
Chemisty

Art History
Art History

Biology
Biology

Agriculture
Agriculture

Architecture
Architecture

Civil Engineering
Civil Engineering

Communications
Communications

Do you think they are accurate?