Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/1-1-1-metacognition-and-metamemory [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Metacognition for Teachers - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified.md) › Metacognition & Metamemory # Metacognition & Metamemory CPD: Metacognition for Teachers (by Jonathan Firth), topic 1.1.1 ## Cognition vs Metacognition What do we mean by metacognition? First off, it’s important to understand what is meant by cognition. ### Cognition ![Cognition](https://image-v2.cdn.app.senecalearning.com/2018-08/cdc2be4e-212d-475c-9dc5-1d97d7562232/woman-memory-thinking-long-term.jpg) - The term cognition refers to **mental processing**. - It means something similar to ‘thinking’, but it’s a bit broader. - It covers everything that your mind engages with in the here and now. - Some types of cognition include beliefs, memory, perception, language, attention, problem-solving. ### Metacognition ![Metacognition](https://image-v2.cdn.app.senecalearning.com/2018-09/a55d7d79-949d-4ca2-8559-4286416ca449/connection-brain-neuron-link-think-.jpg) - Metacognition involves “thinking about thinking” or, more broadly, cognition about cognition. - Examples might include thinking about problem-solving, focusing our attention on language use, or beliefs that we have about memory. ### Purpose and function ![Purpose and function](https://image-v2.cdn.app.senecalearning.com/2018-09/da450ce0-387f-4a6c-afad-6ad6274faa8d/gorilla-monkey-think-.jpg) - What is metacognition for? - It is likely that metacognition evolved as a control system, allowing us to check and modify our own thought processes where necessary. - After all, someone who is making logical or language errors needs to be able to reflect on and modify those errors. - Unlike other animals, humans are very good at reflecting at what they (or other people) have done or said. - In the classroom, this means that we can reflect on learning processes – as can our students! ## Metamemory One particular type of metacognition involves thinking about and monitoring our own memories. Some psychologists call this **metamemory**. ### Thinking about memory ![Thinking about memory](https://image-v2.cdn.app.senecalearning.com/2018-08/f7026e11-6afd-45be-b939-dcc2ae53e0e9/forgetful-man-forget.jpg) - Have you ever said something like: - “I have a terrible memory?” - “My friend has an amazing memory”? - These statements both suggest that you have been thinking about memory – you have been engaging in metamemory. ### Knowing but not recalling ![Knowing but not recalling](https://image-v2.cdn.app.senecalearning.com/2019-04/bf66f4ff-7a53-4db4-88bf-918d85034244/idea-logic-rational-.jpg) - Another example of this in practice is the sense that we know something, even if we can’t recall it. - Have you ever found yourself saying: - “I would know it if I saw it”? - If you feel that you will recognise something (such as a term or a person’s name) if you see or hear it, you are making a judgment about your own memory. ### Judgment of learning ![Judgment of learning](https://image-v2.cdn.app.senecalearning.com/2018-08/0f361cca-e363-4b41-a150-2fc9c5690507/studying-951818_1920.jpg) - Learners engage in metamemory processes a lot. - For example, when students are revising for a test or exam, they must judge what they know and what they do not know. - Researchers use the term **” Judgment of learning (JOLs)”** to describe a learner’s ability to say what they have or have not successfully learned. - Unfortunately, JOLs are often quite inaccurate. Learners may believe that they have successfully learned something even when they have not. ## Test yourself on Metacognition & Metamemory - What can be said about JOLs? [Practise this topic for free](https://app.senecalearning.com/classroom/course/d1277cd6-7205-4511-8d95-1f1ed341ae69/section/43d955a0-50ea-4370-b5d2-632a4bd234ab/session) - Next topic: [2.1.1 Planning & Learning Strategies](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/2-1-1-planning-and-learning-strategies.md) ## CPD: Metacognition for Teachers (by Jonathan Firth) contents ### 1 Basic Concepts About Metacognition - 1.1 Thinking About Thinking - [1.1.1 Metacognition & Metamemory](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/1-1-1-metacognition-and-metamemory.md) ### 2 Practical Implications for Learners - 2.1 Practical Implications for Learners - [2.1.1 Planning & Learning Strategies](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/2-1-1-planning-and-learning-strategies.md) - [2.1.2 Beliefs & Self-estimates](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/2-1-2-beliefs-and-self-estimates.md) ### 3 Areas of Metacognition - 3.1 Areas of Metacognition - [3.1.1 Metacognitive Knowledge](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/3-1-1-metacognitive-knowledge.md) - [3.1.2 Metacognitive Monitoring](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/3-1-2-metacognitive-monitoring.md) - [3.1.3 Metacognitive Control](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/3-1-3-metacognitive-control.md) ### 4 Teacher Metacognition - 4.1 Teacher Metacognition - [4.1.1 Teacher Metacognition](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-metacognition-for-teachers-seneca-certified/4-1-1-teacher-metacognition.md)