2. ElemenAsasMetakognatif

7/28/2019 2. ElemenAsasMetakognatif

1/18

STRATEGIMETAKOGNITIF


2/18

Metacognation is thinking aboutthinking, knowing what we

know and what we dontknow


3/18

Elemen-elemen Asas DalamMetakognitif

SEBELUM

SEMASA

SELEPAS


4/18


SEBELUM

MERANCANG menentukanmatlamat

STRATEGI-STRATEGI untukmencapai matlamat

PENGETAHUAN ATAU RESOSYANG PERLU

SEMASA

SELEPAS

MEMANTAU KEMAJUAN

MENILAI apabila mencapaimatlamat


5/18

Soalan-soalan yang perlu disoal

diri sendiri bila kita merancanguntuk aktiviti metakognisi


6/18


SEBELUM

MERANCANG menentukanmatlamat

STRATEGI-STRATEGI untukmencapai matlamat

PENGETAHUAN ATAU RESOSYANG PERLU

SEMASA

SELEPAS

MEMANTAU KEMAJUAN

MENILAI apabila mencapaimatlamat


7/18

What is my prior knowledge will help me withthis 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?

BEFORE : When you are developingthe plan of action, ask yourself


8/18

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?

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


9/18

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 otherproblems?

Do I need to go back through the task to fill inany blanks in my understanding?

AFTER : When you are evaluating theplan of action, ask yourself

Rumusan akhir
http://localhost/var/www/apps/conversion/tmp/scratch_4/RumusanMetakognatif.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_4/RumusanMetakognatif.ppt


10/18

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


11/18


Berfikir apa yang difikir : Thinking about thinkingDuring planning and problem-solving situations,teachers should think aloud so that students can followdemonstrated thinking process. Modelling anddiscussion develop the vocabulary students need forthinking and talking about their own thinking. Labellingthinking processes when students use them is alsoimportant for student recognition of thinking skills.


12/18


Mengenalpasti what we know dan whatwe dont know

Students need to make conscious decisions about their

knowledge. Initially students write What I already knowabout and What I want to learn about.. Asstudents research the topic, they will verify, clarify andexpand, or replace with more accurate information, eachof their initial statements.


13/18


Keeping a thinking journalThis is a diary in which students reflect upon theirthinking, make note of their awareness of ambiguities

and in consistencies, and comment on how they havedealt with difficulties. This Journal is a diary ofprocess


14/18


Planning and self regulationStudents must assume increasing resposibility forplanning and regulating their learning. It is difficult for

learners to become self-directed when learning isplanned and monitored by someone else

Student can be taught to make plans for learningactivities including estimiting time requirements,

organizing materials, and scheduling proceduresnecessary to complete an activity.


15/18


Debriefing the thinking processA 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, discardinginappropriate strategies, identifying those valuablefor future use.


16/18


Self-EvaluationGuided self-evaluation experiences can be introducedthrough individual conferences and checklists focusingon thinking process. Gradually self-evaluation will beapplied more independently. As students recognize thatlearning activities in different disciplines are similar, theywill begin to transfer learning strategies to newsituations.


17/18


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


18/18

Rumusan:

Strategi Metakognitif membolehkanpelajar menghadapi situasi-situasi baru

dan juga akan menghasilkan goodthinkers yang merupakan penyelesai

masalah yang berjaya dan pembelajaransepanjang hayat.

Documents

2. ElemenAsasMetakognatif