5 metacognitive strategies for learning

metacognition It is that ability we have to be aware of our own abilities. That is, we know those strategies and resources that will be useful to carry out a task effectively. In addition, it allows us to regulate our cognitive processes.

There are different types of metacognition, related to a different cognitive capacity. We will explain them to you below:

Metamemory is the understanding and awareness you have about your own memory and everything that is related to it. In other words, it is recognizing our memory skills, in addition to the limitations. It is also being able to link previously stored knowledge with new ones, the way in which we usually retrieve and use information, etc.

We define it as knowledge about how our own attention works and how we have control over it. For example, being aware when we start to get distracted, the tools we have to refocus our attention on what we are doing and how to implement them to achieve this, etc.

The goal of meta-understanding It is being aware of the capacity we have to understand something, whether it is a book, a movie or a situation and the way in which we can use it.. For example, when you read a text, but you don’t understand what says in it, then you memorize it , but the moment you use it, you forget it, because there was no learning, no understanding of it. So it is necessary to develop this skill so that you are aware of your level of comprehension and that you learn to optimize it.

Its objective is to generate awareness of our own thinking. Metathinking occurs when we reflect on what we think, believe, and the ideas that we have assumed as our own as we have accumulated experiences that have been consistent with them or sources of authority that have supported them. Rather than focusing on “what to think?”, it is more about “how to think?”

As mentioned at the beginning, metacognition is very important in relation to learning. Therefore, we will introduce you to five exercises and strategies that you can use to study and develop each of the metacognitive skills.

Exercise 1. Know the meaning of a word according to its context

In this exercise you select different sentences in which a word is used in different contexts. You can start with something simple and continue with something more complex. In this case you train your “meta-understanding”.

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An example of the above is to choose a phrase and deduce the meaning of the unknown word based on the context. That is, don’t look in the dictionary, better analyze what it is?

In this case we will use the word “Bank”, which is polysemous (depending on the context it can mean many things), the important thing is that you understand, no matter how basic the phrase, what it means:

“I went to the bank and sat on a bench, where I met a biologist who told me about a school of fish that he had seen yesterday in a documentary.”

As is evident in the above phrase, and has been mentioned on other occasions, depending on the context, a word can have one meaning or another. That is, the first bank can be a financial institution, the second a place to sit and the last a group of fish moving in the same direction.

The objective of this exercise is to put your brain to work and stimulate the frontal lobe, which is what allows us to analyze texts, developing metacognitive processes.

Exercise 2. Identify your learning style

The objective of this type of strategy is that you know different methodologies for obtaining new information, both academic and practical., expanding your vision, being able to choose the method that is comfortable or practical for you to learn. This way you will be more aware of your learning process and enhance your knowledge in the topic you want.

Now, what are learning styles? Yesare those cognitive, physiological and affective traits that indicate how we perceive, interact and respond to different learning environments. In other words, is the way in what you begin to focus on new and difficult information, how you deal with it and retain it. In short, how you process the received data.

Below we will explain some learning styles, based on the book by Alonso Gallego and Honey:

Active: it is the one that is based on new experiences and has an open mind. He is characterized because he does not mind undertaking a new task and does not avoid challenges. Example: you like to participate in class, investigate on your own, etc.Thoughtful: It is characterized by thinking about the contents and trying to see them from different points of view. Example: ask or look for other means where the same topic can be explained. Pragmatic: it is one that you need to constantly check your ideasand it is very realistic when making decisions and resolving an issue. His motto is: if it is useful, it is valid.Mathematical logic: hHe usually uses diagrams that show the most important things to study. Example: concept maps, mental maps, mnemonic cards, synoptic tables, etc.Social interpersonal: is one who likes to study in a group and prefers to work with others whenever he can. Example: doing group work, meeting to study, etc. Intrapersonal:prefer work and study the subjects in loneliness. Example: virtual classes and those that you can manage your time.Auditory:records his own explanations and listens to himself later to study, because You learn best when you listen. Example:He learns a lot in the classroom by listening to the teachers. Visual: understand better through diagrams and graphs that reflect the association and meaning of different concepts. Example: images, graphics and videos.Kinesthetic: aLearn more by doing than by reading or observing. When you practice, you carry out analysis and reflection. Example: put your knowledge into practice. Multimodal: sor style is more flexible and it is comfortable for you to learn in different ways, using those that best optimize your study.

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Having said the above, it is relevant that you identify which one is more appropriate for you, so that you make unconscious developments conscious, awakening a more practical learning process that is closer to meta-learning.

Exercise 3. Practice self-knowledge in your performance

After having carried out some type of activity and understanding a new topic. Take some time to self-evaluate what that learning process was like.you can ask yourself the following questions:

How can I improve my performance in this activity? What was the most difficult for me when executing it? What was the most easy for me?, etc. -Remember! Not punishing yourself is an activity of self-knowledge, not sabotage.

You can also make a self-knowledge record about how you do it. Make a table with five questions:

How have I felt in the last week? What academic activities did I enjoy in the last week? What activities am I still struggling to do? What things can I improve to make them better? Was there anything that was out of my control?

Do this activity all week to know what your learning goals are and what prevents you from doing so.

Developing metacognitive skills is beneficial for learning.

Exercise 4. Stimulate your cognitive functions

When we talk about cognitive stimulation, we refer to the set of techniques and strategies aimed at improving the performance and effectiveness of cognitive abilities and executive functions such as memory, attention, language, reasoning or planning, among others.

In relation to the thing beforemetacognition is present in all these cognitive processes, because it makes these automatic processes become conscious, giving us the possibility of evaluating and improving them.

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Now, you may wonder how you can do that. Next, we will mention some applications that can help you in this process:

Lumosity: It aims to develop skills such as memory, processing speed, problem solving, etc.Cognifit: oroffers a range of digital solutions to effectively measure and train cognitive skills.Fit Brain Trainer: It has more than 360 games to test your mental agility, concentration, visual perception, memory and deduction capacity.

Finally, these applications are of great help in improving and strengthening those areas that we consider may be affecting the way we learn, being more aware of where our learning process is failing.

Exercise 5. Propose some questions

The objective of this exercise is to fuel curiosity. Therefore, do not be left alone with the information that the teacher gives you, instead of being the one who receives the information, be more active and also ask questions.

You can do it in your class, writing down any doubts that arise and that are not well explained so that you can discuss them with the teacher the next day.