Metacognition and Reflective Practice

1. Dimensions of Metacognition. The two main dimensions of metacognition are:

• Declarative knowledge and procedural memory

• Prior knowledge and reflection

• Metacognitive knowledge and metacognitive regulation

• Strategy use and exam preparation

Answer explanation

The correct choice, 'Metacognitive knowledge and metacognitive regulation', highlights the two key dimensions of metacognition: understanding one's own cognitive processes and managing them effectively.

2. Metacognitive Knowledge. Metacognitive knowledge refers to what learners know about learning, which includes the following, EXCEPT:

• the learner’s knowledge of their own cognitive abilities.

• the learner’s knowledge of particular tasks.

• the learner’s knowledge of different strategies that are available to them and when they are appropriate to the task.

• the learner’s knowledge of the content they are learning.

Answer explanation

Metacognitive knowledge involves understanding one's cognitive abilities, task requirements, and strategies. However, knowledge of the content being learned is not part of metacognitive knowledge, making it the correct choice.

3. Metacognitive Regulation. Which option best describes metacognitive regulation?

• Learners’ beliefs about their abilities and tasks

• Learners planning, monitoring, evaluating, and adjusting their approach

• Teachers explaining cognitive strategies to students

• A list of study strategies learners can use

Answer explanation

Metacognitive regulation involves learners actively planning, monitoring, evaluating, and adjusting their learning strategies. This process helps them become more effective learners by reflecting on their understanding and approach.

4. Metacognitive Cycle. What are the three phases of the metacognitive cycle?

• Strategy use – evaluation – knowledge

• Planning – monitoring – evaluation

• Task understanding – task execution – task completion

• Set goal – work hard – celebrate

Answer explanation

The correct answer is 'Planning – monitoring – evaluation' as these are the three key phases of the metacognitive cycle, guiding learners in how to approach tasks, track their progress, and assess their understanding.

5. Metacognitive Development. Which of the following best describe how teachers can help learners to develop their metacognition?

• Instruct learners about metacognitive knowledge.

• Teach learners various metacognitive strategies.

• Gradually give more responsibility to learners for their cognitive processes.

• Allow learners to try various metacognitive strategies.

Answer explanation

Gradually giving learners more responsibility for their cognitive processes fosters independence and self-regulation, key components of metacognition. This approach encourages them to reflect on their thinking and learning strategies.

6. Metacognition Example. Which of the following is an example of metacognitive strategy?

• A learner uses phonics rules to decode an unknown word when reading.

• A learner chooses a working backward strategy when working on a math problem.

• A learner reflect on how well she did on an exam question and how she could improve her performance.

• A learner monitor how much time he is spending on each question on an exam.

Answer explanation

The correct choice is the learner reflecting on her exam performance. This demonstrates metacognition, as it involves awareness and regulation of one's own learning process to improve future outcomes.

7. Teacher’s Role in Metacognitive Practice. The following are what teachers can do to help learners to be metacognitive, EXCEPT …

• Teach subject content knowledge and skills.

• Set clear learning objectives.

• Model and monitor metacognitive strategies.

• Prompt and encourage learners to use metacognitive strategies.

Answer explanation

Teaching subject content knowledge and skills is essential but does not directly foster metacognitive practices. The other options specifically encourage learners to reflect on their thinking and learning processes.

8. Reflective Practice. The following is true about reflective practice, EXCEPT …

• Reflective practice is learning through and from experience towards gaining new insights of self and practice.

• Reflective practice is a systematic reviewing process for all teachers to make links from one experience to the next.

• Reflectice practice makes teachers become more aware of their professional knowledge and action.

• Reflective practice is a natural process for all teachers.

Answer explanation

The correct choice is that reflective practice is a natural process for all teachers. In reality, it requires intentional effort and is not automatic; teachers must actively engage in reflection to gain insights.

9. Reflection-in-action. Which of the following is NOT a characteristic of reflection-in-action?

• Reflection that is done during the lesson.

• Reflection that deals with surprising incidents that happen in a learning environment.

• Reflection on what could be done differently in the future.

• Reflection that allows for personalized learning.

Answer explanation

Reflection on what could be done differently in the future is characteristic of reflection-on-action, not reflection-in-action, which focuses on immediate responses during the lesson.

10. Reflection-on-action. Which of the following is NOT a characteristic of reflection-on-action?

• Reflection that is done after the lesson has been taught.

• Reflection that encourage ideas on what need to be changed for the future.

• Reflection that is carried out outside the classroom.

• Reflection that addresses the immediate issue.

Answer explanation

Reflection-on-action focuses on analyzing past experiences to improve future practice, rather than addressing immediate issues, which is characteristic of reflection-in-action.