ERIC Number: ED445009
Record Type: RIE
Publication Date: 2000-Apr
Looking at Metacognitive Learning Strategies Using a Developmental Lens.
Dwyer, Sonya Corbin; Tomei, Noella Piquette; Mohr, Alice
This paper highlights issues in the identification of appropriate metacognitive learning strategies when working with students at-risk for school failure. These students typically require explicit instruction to learn skills. The acquisition and efficacy of metacognitive learning strategies is explored across the lifespan. An outline is provided of the development of metacognitive skills in young children, followed by early behavioral markers of potential metacognitive problems and guidelines for intervention. There are certain developmental characteristics of middle school students, or adolescents, that should have an impact on curricular decisions regarding metacognitive strategies. Cognitive psychological theory has the potential for understanding what is important in children's learning, and within cognitive psychology, metacognition has the potential to be significant to educators and their practice for children and adolescents. Adult learners also need metacognitive strategies, and those who lack them, as illustrated by the example of women university students with attention deficit hyperactivity disorder, are at a real disadvantage. Efficient learning involves metacognition that is the active control, coordination, and monitoring of learning processes and strategies. (Contains 44 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).