Essay Paper on Metacognition

by Naomi Potts 

Metacognition refers to a higher level of thinking that engages control upon the thinking practice drawn in learning.  Knowledge is thought-out to be metacognitive if it is keenly used in a strategic way to make sure that a certain objective has been achieved.  Metacognition is the process of “thinking about thinking” and is usually used as a tool to assist students “learn how to learn.”  “Cognitive strategies” are applied to facilitate attaining a specific goal whereas “Metacognitive strategies” are applied to confirm that the goal has been achieved.

Metacognitive skills are significant controllers to all duties that we carry out.  They help us plan, set goals, solve problems, control activities and correct faults.  “Metamemory” is related to students’ consciousness about their own remembrance schemes and the approaches they may apply to utilize their memories efficiently. Metamemory also includes knowledge about the strategy to be used for a specific task, and how to apply a strategy efficiently. Another skill is “Metacomprehension” related to students’ ability to check the level of understanding information when communicating with others and help also in recognizing mistakes and their ability to correct them (Calumet, 2011).

Metacognitive skills are significant controllers to all duties that we carry out.  They help us plan, set goals, solve problems, control activities and correct faults.  “Metamemory” is related to students’ consciousness about their own remembrance schemes and the approaches they may apply to utilize their memories efficiently. Metamemory also includes knowledge about the strategy to be used for a specific task, and how to apply a strategy efficiently. Another skill is “Metacomprehension” related to students’ ability to check the level of understanding information when communicating with others and help also in recognizing mistakes and their ability to correct them. Self-Regulation skill is related to the students’ ability to adjust their own learning progression according to their observation and feedback concerning their present condition of learning without any external influence (Calumet, 2011).

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