What does it mean to be metacognitive? Metacognition refers to the ability to acquire, retain and transfer new knowledge. Human brains are wired to think specifically about how to learn, how to remember and how to use information. Engaging in a thought process to understand how you do this for yourself is metacognition.
Metacognitive thinking is a powerful tool enabling both children and adults to become more competent thinkers and problem solvers. Children as young as three years old can think about ways to play, learn and problem solve. Being a truly competent learner one must be able to take on struggles, develop grit and see failure as opportunity. “. . . to thrive, kids need to be able to make the transition from the negative “I can’t” to the proactive “How can I?” (Rae Jacobson. Metacognition: How Thinking About Thinking Can Help Kids. Child Mind Institute. www.childmind.org).
Studies consistently reveal that children who learn strong metacognitive skills are more resilient, confident and academically successful. They typically become more independent learners and develop effective skills to advocate for themselves. They learn to understand themselves, to solve problems and to find out what they want to know. They are successful students and become highly productive adults.
You can help your child become more mindful of how he/she learns in several ways:
In conversations and discussions allow your child more time time to reflect on his/her thinking. Encourage your child with questions such as: Can you tell me more about why you think that? How did you develop that idea? How does what you learned make you think about other things you know? Open ended types of questions are effective in helping children develop metacognition whereas one-word-answer questions stifle reflective thinking.
When working on a task with your child ask process minded questions to help your child monitor, evaluate and adjust his/her progress with the assignment. Questions such as: When do you know you will be finished? How can you tell if others will understand your poster? How will you be sure that you have completed all the steps in the assignment? Sometimes it is difficult to refrain from telling your child what to do and how to do it. By stepping back and asking guiding questions rather than providing answers, you can gift your child with priceless reassurance that you value his/her learning ability and you have confidence that he/she will succeed.
When your child encounters difficulty, be patient. More good comes of letting your child wrestle with struggle, deal with difficulty and face failure, than intervening too much and doing too much for your child. When faced with these situations you can ask your child: What do you think is making it hard for you right now with this assignment? What are some strategies that have worked for you in the past that you might try now? How might these strategies help you? The greatest benefit comes when questions are open-ended, non-blaming, solution-focused and process-oriented. Engaging in conversation about the process rather than telling your child what to do. . . or worse. . . doing it for your child, will help your child clarify strategies that work for him/her and will help him/her manage anxiety.
This investment in time and patience can be profound “. . .the benefits don’t end when the assignment is done.The more your child is able to understand his learning process the easier it will be for him (her) to figure out what strategies and supports work best for him (her)— knowledge that will help him (her)succeed — both now and as he (she) grows up.”
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