The metacognitive approach as strategic learning in response to the educational emergency

Abstract

The historical period that we are living, is characterized both the technological changesand for those demographic ones; It follows that it is increasingly present the need to promote an authentic knowledge of the various “diversity”, so that it can be perceived without fear and such as valuable resources.
As a matter of fact teachers are able to grasp the learning difficulties, or disabilities. Therefore difficult situations in part actually increase, in part are now more recognized, although there was certainly even in the past. Here is the need to respond with the inclusion of an individualization ‘good enough ‘ to all students with special educational needs in view that, in the future, each of them, regardless of their operating situation, can achieve their highest potential learning. In the school, it is necessary the use of methodologies that can develop competences and teach strategies, the metacognitive structures seem to give a successfully response.
The use of a metacognitive approach allows to work on the levels of knowledge of himself, with his capabilities, limits and on a cognitive level it affords to think, using cognitive strategies adapted to support and implement the learning processes. It confers a fundamental role to the teacher as “mediator” of structural changes in the students making them feel protagonists of their learning. Among the different metacognitive methodologies fits the Feuerstein’s Method and his innovative conception of teacher as mediator of learning process.