STRATEGI METAKOGNITIF

Metacognation is thinking about thinking, knowing what we know and what we dont know

Elemen-elemen Asas Dalam Metakognitif

SEBELUM

SEMASA

SELEPAS

Elemen-elemen Asas Dalam Metakognitif

SEBELUM

MERANCANG menentukan matlamat STRATEGI-STRATEGI untuk mencapai matlamat PENGETAHUAN ATAU RESOS YANG PERLU

MEMANTAU KEMAJUAN

SEMASA

SELEPAS

MENILAI apabila mencapai matlamat

Soalan-soalan yang perlu disoal diri sendiri bila kita merancang untuk aktiviti metakognisi

Elemen-elemen Asas Dalam Metakognitif

SEBELUM

MERANCANG menentukan matlamat STRATEGI-STRATEGI untuk mencapai matlamat PENGETAHUAN ATAU RESOS YANG PERLU

MEMANTAU KEMAJUAN

SEMASA

SELEPAS

MENILAI apabila mencapai matlamat

BEFORE : When you are developing the plan of action, ask yourself What is my prior knowledge will help me with

this particular task? In what direction do I want my thinking to take me? What should I do first? Why am I reading this selection? How much time do I have to complete the task?

DURING : When you are maintaining monitoring the plan of action, ask yourself

How am I doing? Am I on the right track? How should I proceed? What information is important to remember? Should I move in a different direction? Should I adjust the pace depending on the difficulty? What do I need to do if I do not understand?

AFTER : When you are evaluating the plan of action, ask yourself How well did I do? Did my particular course of thinking produce

more or less than I had expected? What could I have done differently? How might I apply this line of thinking to other problems? Do I need to go back through the task to fill in any blanks in my understanding?

Rumusan akhir

Developing Metacognition
Berfikir apa yang difikir Mengenalpasti what we know dan what
we dont know Keeping a thinking journal Planning and self regulation Debriefing the thinking process Self-Evaluation

Blakey & Spencey

Developing Metacognition
Berfikir apa yang difikir : Thinking about thinking
During planning and problem-solving situations, teachers should think aloud so that students can follow demonstrated thinking process. Modelling and discussion develop the vocabulary students need for thinking and talking about their own thinking. Labelling thinking processes when students use them is also important for student recognition of thinking skills.

Developing Metacognition
Mengenalpasti what we know dan what
we dont know
Students need to make conscious decisions about their knowledge. Initially students write What I already know about and What I want to learn about.. As students research the topic, they will verify, clarify and expand, or replace with more accurate information, each of their initial statements.

Developing Metacognition
Keeping a thinking journal
This is a diary in which students reflect upon their thinking, make note of their awareness of ambiguities and in consistencies, and comment on how they have dealt with difficulties. This Journal is a diary of process

Developing Metacognition
Planning and self regulation
Students must assume increasing resposibility for planning and regulating their learning. It is difficult for learners to become self-directed when learning is planned and monitored by someone else Student can be taught to make plans for learning activities including estimiting time requirements, organizing materials, and scheduling procedures necessary to complete an activity.

Developing Metacognition
Debriefing the thinking process
A three step method First, teacher guides students to review the activity, gathering data on thinking processes and feelings.

Second, the group classifies related ideas, identifying thinking strategies used.
Third, they evaluate their success, discarding inappropriate strategies, identifying those valuable for future use.

Developing Metacognition
Self-Evaluation
Guided self-evaluation experiences can be introduced through individual conferences and checklists focusing on thinking process. Gradually self-evaluation will be applied more independently. As students recognize that learning activities in different disciplines are similar, they will begin to transfer learning strategies to new situations.

Developing Metacognition

Menjana soalan-soalan Membuat pemilihan secara sedar Memberi penghargaan Tidak membenarkan saya tidak boleh Mengungkapkan semula atau mereflek idea pelajar Melabelkan tingkah laku pelajar Menjelaskan istilah yang digunakan oleh pelajar Main peranan dan simulasi Modelling
Arthur L. Costa

Rumusan:
Strategi Metakognitif membolehkan pelajar menghadapi situasi-situasi baru dan juga akan menghasilkan good thinkers yang merupakan penyelesai masalah yang berjaya dan pembelajaran sepanjang hayat.