Metacognition can be broken down to metamemory and metacomprehension. Metamemory is basically the ability to recall information and the process in doing so. Metacomprehension can be broken down problem solving and critical thinking.
One of the things that I love are puzzles. The harder they are the more it forces you to think and ask questions. A puzzle that is easily recognized is a game called sudoku. It is basically 9 boxes filled with 9 smaller squares in side of each. The puzzle in completed when you fill in empty boxes with a number between 1-9, but there cannot be a repeat of numbers within the larger box of 9 or in a vertical and horizontal line to the empty box. If you would like to try out the puzzle below.
To some of you who have never done a sudoku or even a number puzzle, you probably would have spent alot of time learning how the game works, wondering "should this box be a 5 or a 7." Through the end of it all, you probably should have picked up a strategy or two. However, the typical sudoku veteran probably did this without putting much effort. They have done it so many time that it is second nature. They are essentially automated in doing the puzzle, that they could be engage in another activity at the same time.
After learning how the puzzle works, do you think you can solve these sudoku below? The one on the left uses symbols, while the right is distorted.
All in all, some of you probably can figure out how to do them, while some may have a hard time to find their bearings or where to start. When things get difficult, a second oppinion always helps. Much like a classroom, it is usually easier to work in group.
Thus brings me to this: In a classroom deep learning can be describe by the ability
to attack as many aspect of a topic as we can. Breaking each topic down to the
rudimentary who, what where, when, and why. Group work is and option that helps us to individually
break down an idea. It allows for a melting pot
of ideas bouncing back and forth.
Whether working alone or in a group, puzzles are great way for a daily dose of metacognition.
- (below)also here is an actual sudoku that you can work on
I think that the Sudoku example and activity was a great way to explain your point in the blog. By doing the Sudoku activity, I found myself thinking about what I was thinking and thinking why I was doing the puzzle one way instead of another. Activities like this are a great way to help students begin/improve their meta-cognitive skills, and students should work on progressing these skills because they will learn much more.
ReplyDeleteWhile I have never played Sudoku before, I can see the value it has in terms of aiding students in honing in on their problem solving and critical thinking skills. What I find fascinating, is the fact that I'm rarely self aware of how I process information, leading me to believe that I process it on a sub conscious level. However, metacognition is a vital tool in academia and the "real world". Thinking about thinking is crucial.
ReplyDeleteI have never once attempted to play sudoku, but I have had people explain the basic principles of the game and how addicting it can be. In relation to metacognition I see your point in blogging about this specific activity. It demonstrates that after learning and understanding the concepts of the activity that in the future you can fill in the puzzle without thinking about it. The process of metamemory is really interesting and I like how you related all these theories to an activity or puzzle.
ReplyDeleteI think Soduko is a great example to use it to help students with problem solving and critical thinking. I have played suduko before and I can see how it helps me resolve and analyze. I have never really thought about my thinking or how I think but I believe it is important to do so as a future educator.
ReplyDeleteI really like that you clarified the difference between metamemory and metacomprehension. Comparing the standard sudoku puzzle to the two uncommon types was a great way to illustrate your point.
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ReplyDeleteI've never tried a Sudoku puzzle for the same rookie reasons you mentioned above and I never actually considered Sodoku as a form of metacognition thinking, but now I can see how it relates. Usually I when see a Sudoku puzzle I don't even attempt to try it because I feel like I'm not smart enough to do it. This is probably what a high schooler feels when reading a text that looks and feels intimidating from the beginning.
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