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Metacognation & Critical &

Creative Thinking
Metacognition enables to be successful learners,
and has been associated with intelligence
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
"Metacognition" is often simply defined as
"thinking about thinking."
(e.g., self-regulation, executive control, meta-
memory)
all emphasize the role of executive processes in
the overseeing and regulation of cognitive
processes.
According to Flavell (1979, 1987),
metacognition consists of both metacognitive
knowledge and metacognitive experiences or
regulation
Metacognitive knowledge refers to acquired
knowledge about cognitive processes, knowledge that
can be used to control cognitive processes.
Flavell further divides metacognitive knowledge into
three categories: knowledge of person variables, task
variables and strategy variables.
knowledge of person variables refers to general
knowledge about how human beings learn and
process information, as well as individual knowledge
of one's own learning processes.
Knowledge of task variables include knowledge about
the nature of the task as well as the type of processing
demands that it will place upon the individual.
knowledge about strategy variables include
knowledge about both cognitive and metacognitive
strategies, as well as conditional knowledge about
when and where it is appropriate to use such
strategies
Metacognitive experiences involve the use of
metacognitive strategies or metacognitive
regulation (Brown, 1987). Metacognitive
strategies are sequential processes that one
uses to control cognitive activities, and to
ensure that a cognitive goal (e.g.,
understanding a text) has been met. These
processes help to regulate and oversee
learning, and consist of planning and monitoring
cognitive activities, as well as checking the
outcomes of those activities.

Cognitive Strategy Instruction (CSI) is an


instructional approach which emphasizes the
development of thinking skills and processes as
a means to enhance learning. The objective of
CSI is to enable all students to become more
strategic, self-reliant, flexible, and productive in
their learning endeavors (Scheid, 1993)
METACOGNITION consists of three basic
elements:
Developing a plan of action
Maintaining/monitoring the plan
Evaluating the plan
Before - When you are developing the plan of
action, ask yourself:
What in 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?
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?
Critical and Creative Thinking can be
described as qualities of good thinking
processes and as types of thinking. Creative
thinking is generally considered to be
involved with the creation or generation of
ideas, processes, experiences or objects;
critical thinking is concerned with their
evaluation.
Strong sense critical and creative thinkers,
however, are committed to using their
abilities to seek out the most accurate and
fair positions regardless of or in spite of
their own particular interests or desires.
Critical and creative thinking processes are
combinations of abilities, knowledge, values,
attitudes, skills and processes
Rationale
The importance of having students develop
good critical and creative thinking abilities
has to do with the foundations needed for a
democracy and with the tools needed for
independent and life-long learning
Types of Critical Questions
Questions of clarification:
ExamplesCould you give me an example?
Is your basic point ___or___ ?
Questions that probe assumptions:
ExamplesYou seem to be assuming ___
How would you justify taking this for granted?
Is this always the case?
Questions that probe reasons and evidence:
ExamplesHow could we go about finding out
whether that is true?
Is there reason to doubt that evidence?
Questions about viewpoints or perspectives:
ExamplesHow would other groups or types of
people respond? Why? What would influence them?
How would people who disagree with this
viewpoint argue their case?
Questions that probe implications and
consequences:
ExamplesWhat effect would that have?
If this and this are the case, then what else must
also be true?
Questions about the question:
ExamplesTo answer this question, what questions
would we have to answer first?
Is this the same issue as ?
Summary
Understand the purposes underlying
this goal;believe in its potential
benefits to students; andbecome
increasingly reflective about their own
practice in order to build the values,
skills, knowledge and processes of
critical and creative thinking into the
subjects which they teach.

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