Motivation drives metacognitive skills, which in turn activate learning and thinking skills, which then provide feedback to the metacognitive skills, enabling one’s level of expertise to increase. The declarative and procedural knowledge acquired through the extension of the thinking and learning skills also results in these skills being used more effectively in the future.
In her book “Neuropsychology and Cognition – Students with Both Gifts and Learning Disabilities”, Tina Newman stated that the key elements of the model of developing expertise are:
1) Metacognitive skills: problem recognition, problem definition, problem representation, strategy formulation, resource allocation, monitoring o problem solving, and evaluation of problem solving;
2) Learning skills: explicit (what occurs when we make an effort to learn); implicit (what occurs when we pick up information incidentally, without any systematic effort).
3) Thinking skills: Critical (analytical) thinking skills (analyzing, critiquing, judging, evaluation, comparing and contrasting, assessing); Creative thinking skills (creating, discovering, inventing, imagining, supposing, hypothesizing); Practical thinking skills (applying, using, utilizing, practicing).
4) Knowledge: Declarative knowledge – knowing that (facts, concepts, principles, laws); Procedural knowledge – knowing how (procedures and strategies).
5) Motivation: Achievement motivation; competence motivation; motivation to develop one’s own intellectual skills
Motivation drives metacognitive skills, which in turn activate learning and thinking skills, which then provide feedback to the metacognitive skills, enabling one’s level of expertise to increase. the declarative and procedural knowledge acquired through the extension of the thinking and learning skills also results in these skills being used more effectively in the future.
The Learning Emporium 