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489 lesson #8 part #2 - Assignment Example

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The fundamental reason to this choice is the fact that this strategy involves critically analyzing the thinking process. Such an approach not only gives any learner a…
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489 lesson #8 part #2
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Metacognitive Strategy of Learning Affiliation Metacognitive Strategy of Learning According to Hartman (2001), the metacognitive strategy of learning is the most preferred learning strategy. The fundamental reason to this choice is the fact that this strategy involves critically analyzing the thinking process. Such an approach not only gives any learner a critical point of view as far as any learning process is concerned, but also boggles the mind by facilitating better recalling techniques. Since the metacognitive strategies basically constitute explicit teaching methods, they would play an important role of enabling students to think as they perform their various physical actions. A major reason why it is believed one would learn better using this strategy is that it is friendly, especially to people with memory problems. The ability to think about one’s own thinking process gives them an opportunity to retrieve the important information they learnt from memory. Learning using this strategy also facilitates independence from teacher support. This way, one can be in the best position to learn, with, or without the direct help of the teacher (Hartman, 2001, p. 8). I believe that the best learning strategy is one that facilitates a continuous learning process, even where there is minimal support from teachers.
Hartman (2001) establishes that there are three basic kinds of awareness that have a correlation with metacognitive learning strategy; the first is knowledge awareness which refers to what a person knows, wants to know or does not know; the second is awareness thinking which requires one to know well the cognitive tasks and what is expected; thirdly, there is the thinking strategy awareness which is different from the second mentioned above. It refers to understanding the approaches that are directed to learning. The results of all these prompts the students to ask the following questions; “what do I need to know?”, “what don’t I know?” and “what do I know?” These kind of reflective questions enable students to be more self-aware thereby helping them connect to the kind of information that they may be learning (Hartman, 2001, p. 16). I have realized that learning on my own may not be very helpful since consulting from teachers is quite critical for purposes of guidance.
References
Hartman, H. J. (2001). Metacognition in learning and instruction: theory, research, and practice. Dordrecht: Kluwer Academic Publishers. Read More
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