Metacognition, Critical Thinking, and Bloom’s Taxonomy
Assignment: You explored six topics concepts (Learning, Memory, Metacognition, Critical Thinking, Bloom’s
Taxonomy and Executive Function) that will contribute to a successful learning in college.
1. Complete the Metacognitive Awareness Inventory in the Learning Activities before attempting this
reflective writing. It is suggested that you print it out, which will make the scoring guide (below) much
easier to follow.
2. Score your metacognition domains using the scoring guide below (Part 1).
3. Reflect on your metacognitive strengths as a college student (Part 2).
Part 1: Metacognitive Awareness Inventory (MAI) Scoring Guide
Directions
For each True, give yourself 1 point in the Score column.
For each False, give yourself 0 points in the Score column.
Total the score of each category and place in box. Read the descriptions relating to each section.
Knowledge about Cognition
DECLARATIVE KNOWLEDGE DECLARATIVE KNOWLEDGE SCORE
The factual knowledge the learner needs before being 5. I understand my intellectual strengths
able to process or use critical thinking related to the and weaknesses.
topic
10. I know what kind of information is most
Knowing about, what, or that
important to learn.
Knowledge of one’s skills, intellectual resources, and
abilities as a learner 12. I am good at organizing information.
Students can obtain knowledge through presentations, 16. I know what the teacher expects me to
demonstrations, discussions learn.
PROCEDURAL KNOWLEDGE
17. I am good at remembering information.
The application of knowledge for the purposes of
completing a procedure or process
Knowledge about how to implement learning
20. I have control over how well I learn.
procedures (e.g., strategies) 32. I am a good judge of how well I
Requires students know the process as well as when to
understand something.
apply process in various situations
46. I learn more when I am interested in the
Students can obtain knowledge through discovery,
cooperative learning, and problem solving topic.
CONDITIONAL KNOWLEDGE
The determination under what circumstances specific
processes or skills should transfer TOTAL
Knowledge about when and why to use learning 8
procedures
Application of declarative and procedural knowledge
with certain conditions presented
Students can obtain knowledge through simulation
, PROCEDURAL KNOWLEDGE SCORE CONDITIONAL KNOWLEDGE SCORE
3. I try to use strategies that have worked 15. I learn best when I know something
in the past. about the topic.
14. I have a specific purpose for each 18. I use different learning strategies
strategy I use. depending on the situation.
27. I am aware of what strategies I use 26. I can motivate myself to learn when I
when I study. need to.
33. I find myself using helpful learning 29. I use my intellectual strengths to
strategies automatically. compensate for my weaknesses.
35. I know when each strategy I use will be
most effective.
TOTAL 4 TOTAL 5
REGULATION OF COGNITION
PLANNING PLANNING SCORE
Planning, goal setting, and allocating resources 4. I pace myself while learning in order to
prior to learning have enough time.
6. I think about what I really need to learn
INFORMATION MANAGEMENT STRATEGIES before I begin a task.
Skills and strategy sequences used to process 8. I set specific goals before I begin a task.
information more efficiently (e.g., organizing, 22. I ask myself questions about the material
elaborating, summarizing, selective focusing) before I begin.
23. I think of several ways to solve a problem
COMPREHENSION MONITORING and choose the best one.
Assessment of one’s learning or strategy use
42. I read instructions carefully before I
begin a task.
DEBUGGING STRATEGIES
Strategies to correct comprehension and
45. I organize my time to best accomplish my
performance errors goals.
EVALUATION
TOTAL 7
Analysis of performance and strategy
effectiveness after a learning episode
INFORMATION MANAGEMENT STRATEGIES SCORE COMPREHENSION MONITORING SCORE
9. I slow down when I encounter important 1. I ask myself periodically if I am meeting
information. my goals.
13. I consciously focus my attention on 2. I consider several alternatives to a
important information. problem before I answer.
30. I focus on the meaning and significance 11. I ask myself if I have considered all
of new information. options when solving a problem.
31. I create my own examples to make 21. I periodically review to help me
information more meaningful. understand important relationships.
Assignment: You explored six topics concepts (Learning, Memory, Metacognition, Critical Thinking, Bloom’s
Taxonomy and Executive Function) that will contribute to a successful learning in college.
1. Complete the Metacognitive Awareness Inventory in the Learning Activities before attempting this
reflective writing. It is suggested that you print it out, which will make the scoring guide (below) much
easier to follow.
2. Score your metacognition domains using the scoring guide below (Part 1).
3. Reflect on your metacognitive strengths as a college student (Part 2).
Part 1: Metacognitive Awareness Inventory (MAI) Scoring Guide
Directions
For each True, give yourself 1 point in the Score column.
For each False, give yourself 0 points in the Score column.
Total the score of each category and place in box. Read the descriptions relating to each section.
Knowledge about Cognition
DECLARATIVE KNOWLEDGE DECLARATIVE KNOWLEDGE SCORE
The factual knowledge the learner needs before being 5. I understand my intellectual strengths
able to process or use critical thinking related to the and weaknesses.
topic
10. I know what kind of information is most
Knowing about, what, or that
important to learn.
Knowledge of one’s skills, intellectual resources, and
abilities as a learner 12. I am good at organizing information.
Students can obtain knowledge through presentations, 16. I know what the teacher expects me to
demonstrations, discussions learn.
PROCEDURAL KNOWLEDGE
17. I am good at remembering information.
The application of knowledge for the purposes of
completing a procedure or process
Knowledge about how to implement learning
20. I have control over how well I learn.
procedures (e.g., strategies) 32. I am a good judge of how well I
Requires students know the process as well as when to
understand something.
apply process in various situations
46. I learn more when I am interested in the
Students can obtain knowledge through discovery,
cooperative learning, and problem solving topic.
CONDITIONAL KNOWLEDGE
The determination under what circumstances specific
processes or skills should transfer TOTAL
Knowledge about when and why to use learning 8
procedures
Application of declarative and procedural knowledge
with certain conditions presented
Students can obtain knowledge through simulation
, PROCEDURAL KNOWLEDGE SCORE CONDITIONAL KNOWLEDGE SCORE
3. I try to use strategies that have worked 15. I learn best when I know something
in the past. about the topic.
14. I have a specific purpose for each 18. I use different learning strategies
strategy I use. depending on the situation.
27. I am aware of what strategies I use 26. I can motivate myself to learn when I
when I study. need to.
33. I find myself using helpful learning 29. I use my intellectual strengths to
strategies automatically. compensate for my weaknesses.
35. I know when each strategy I use will be
most effective.
TOTAL 4 TOTAL 5
REGULATION OF COGNITION
PLANNING PLANNING SCORE
Planning, goal setting, and allocating resources 4. I pace myself while learning in order to
prior to learning have enough time.
6. I think about what I really need to learn
INFORMATION MANAGEMENT STRATEGIES before I begin a task.
Skills and strategy sequences used to process 8. I set specific goals before I begin a task.
information more efficiently (e.g., organizing, 22. I ask myself questions about the material
elaborating, summarizing, selective focusing) before I begin.
23. I think of several ways to solve a problem
COMPREHENSION MONITORING and choose the best one.
Assessment of one’s learning or strategy use
42. I read instructions carefully before I
begin a task.
DEBUGGING STRATEGIES
Strategies to correct comprehension and
45. I organize my time to best accomplish my
performance errors goals.
EVALUATION
TOTAL 7
Analysis of performance and strategy
effectiveness after a learning episode
INFORMATION MANAGEMENT STRATEGIES SCORE COMPREHENSION MONITORING SCORE
9. I slow down when I encounter important 1. I ask myself periodically if I am meeting
information. my goals.
13. I consciously focus my attention on 2. I consider several alternatives to a
important information. problem before I answer.
30. I focus on the meaning and significance 11. I ask myself if I have considered all
of new information. options when solving a problem.
31. I create my own examples to make 21. I periodically review to help me
information more meaningful. understand important relationships.
