One confusion I had in Module 12 was the distinction between strategy knowledge and metacognitive regulation. They both sound like "the thinking about one's thinking" to me.
There are many ways I would be able to involve both metacognitive knowledge and metacognitive regulation into my music classroom. As far as person knowledge goes, I believe that this relates a lot to self-efficacy (the ability one thinks he/she has) In the music world, person knowledge causes lots of problems, because too many kids don't believe in themselves. As they get older, they lose faith and hope in their musical abilities. I believe this is because as kids get older, the ones who have already taken an interest in music have become semi-advanced musicians, and this intimidates other students. In my music classroom, person knowledge would come into play quite a bit. Whether sight-reading, auditioning for a solo, or performing for the first time in front of a lot of people, students are going to think before the activity about their potential in that learning environment.
Regarding task knowledge, it would have a very similar role in the classroom as person knowledge. Kids may look at a piece of new music and think, "There are lots of parts in this, therefore it will be harder." Or they may watch the choreographer do an 8-count, and think "oh, that was short, so that will be easy to learn."
Strategy knowledge is like the most adult version of the three metacognitive knowledges. As students get older, they will start to think about the strategies that they will need to use in order to learn the material that they have already judged as difficult, easy, etc. For example, a violinist in a high school orchestra may see a page full of nothing but 32nd notes (really really fast notes), and think "Oh boy, I'm going to need to use chunking when I rehearse this section in order to really get this passage perfect!"
Metacognitive regulation is used daily in the music classroom. Students must figure out what rehearsal and practice procedures are and are not working, and what to do to make them work, whether that be picking a new strategy or modifying the one being used already. This regulation occurs more often in older students, obviously.
I believe metacognition is much more relevant and useful in the music education field than critical thinking. When it comes to music, one can analyze and think critically about the text, but lots of music is non-textual (orchestra, band, non-choral), and therefore metacognition is more likely to be used. Because music is a performance-based subject area, metacognition is useful to find out what works in terms of learning the music for the most optimum performance results.
Strategy knowledge is using different strategy's to learn. I understood this as, we can make up mnemonics, acronyms and other encoding processes to help us learn something. It can be study strategies too. Younger children have a harder time with this because coming up with different strategies is harder for them.
ReplyDeleteMetacognitive regulation is more controlling of emotions and beliefs and values. I guess you can use strategies for this, but it isn't only about that. It is monitoring your strategys and making sure they are working and that you are actually learning something.
Metacognitive regulation is much more individual and conscious than strategy knowledge. It is the actual act of controlling your own thoughts, emotions and values. It also involves planning, organizing and evaluations on a level that strategy knowledge does not use.
ReplyDeleteStrategy knowledge describes how capable an individual is to use the strategies to learn certain information. It's the act of individuals using their own helpful strategies to accomplish a certain task or goal. It's a way to weed out certain strategies that don't work as well for a person and creating new ones.