Elevating Learning: Unveiling the Power of Higher-Level Thinking and Metacognition
By Ashlynn Rome, Program Coordinator
Education is much more than memorizing information for a short period of time; it is a journey towards higher-level thinking. Not only is it important for students to remember what they are taught, but how they learn and apply that information is just as important. This also aids in the development of students’ metacognition, an integral life skill. Higher-level thinking involves understanding, connecting, categorizing, and applying facts to explore new solutions.
The Importance of Higher-Level Thinking:
Rote memory is simply repeating information. Higher-level thinking goes beyond that, requiring us to actively engage with the information we are given. It encompasses concept formation, connection, visualization, problem-solving, analytical thinking, and creative synthesis. As students progress through school, the complexity of thinking intensifies. Questions shift from mere recollection to understanding character motivations in literature, applying scientific knowledge to construct musical instruments, analyzing primary sources in history, and crafting extensive research papers. Higher-level thinking becomes the bridge to critical analysis, problem-solving, and creative synthesis.
Metacognition: Thinking about Thinking:
Metacognition is the act of reflecting on one’s self, or simply speaking, thinking about your own thinking. There are two crucial aspects to this: understanding one’s thinking and knowing about knowing. Good students grasp their thinking processes, distinguishing between memorization and understanding, surface and deep knowledge. Metacognition also entails mental self-management — an expanded view encompassing six key steps outlined by Sternberg.
Knowing Your Strengths and Weaknesses:
- Capitalizing on Strengths and Compensating for Weaknesses:
- Leveraging strengths and employing strategies to overcome weaknesses.
- Defying Negative Expectations:
- Rejecting pessimism and fostering a positive mindset.
- Believing in Yourself – Self-Efficacy:
- Cultivating confidence in one’s abilities.
- Seeking Out Role Models:
- Learning from inspirational figures who exemplify success.
- Seeking Out an Environment to Make a Difference:
- Choosing environments where contributions matter.
Teaching and Learning Higher-Level Thinking:
Contrary to the belief that higher-level thinking is determined by IQ, these skills can be taught and learned. Nurturing an environment that encourages exploration, critical thinking, and metacognition is key to fostering a generation of learners capable of navigating the complexities of higher-level thinking.
As education evolves, so does the demand for cognitive skills beyond mere recall. Higher-level thinking and metacognition pave the way for learners to engage actively with information, fostering a generation capable of not just memorizing facts but understanding, analyzing, and creating new knowledge. Embracing these cognitive dimensions empowers individuals to navigate the challenges of learning and thinking with resilience and adaptability.
References
Bell, N. (1991). Visualizing and verbalizing for language comprehension and thinking. Pas Robles, CA: Academy of Reading Publications.
Berninger, V. W. & Richards, T. L. (2002). Brain literacy for educators and psychologists. San Diego, CA: Academic Press.
Hattie, J. (2013). Visible learning and the science of how we learn. New York: Routledge.
Perkins, D. (1995). Outsmarting IQ: The emerging science of learnable intelligence. New York: The Free Press.
Sternberg, R. J. (2007). Wisdom, intelligence and creativity synthesized. New York, NY: Cambridge University Press.
Sternberg, R. J. & Spear-Swerling, L. (1996). Teaching for thinking. Washington, D.C.: American Psychological Association.
Sternberg, R. J. (1996). Successful intelligence. New York: Simon & Schuster.
Sternberg, R. J. & Grigorenko, E. L. (2007). Teaching for successful intelligence. Thousand Oaks, CA: Sage Publications.
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