METACOGNITION

The term “metacognition ” was coined by John

Flavell.
*according to Flavell (1979, 1987), metacognition
consist of both metacognitive knowledge and
metacognitive experiences or regulation.

METACOGNITION
- “ thinking about thinking” or “learning how to
learn.
• Refers to higher order thinking which
involves active awareness and control
over the cognitive processes engaged in
learning.
• METACOGNITIVE KNOWLEDGE
- Refers to acquired knowledge about
cognitive processes, knowledge that can
be used to control cognitive processes.
3 Categories of metacognitive
knowledge
Person Variables
- Includes how one views himself as a
learner and thinker.
- Knowledge of person variables refers to
knowledge about how human beings learn
and process information, as well as
individual knowledge of one’s own
learning processes.
Task Variables
- Includes knowledge about the nature of
the task as well as the type of processing
demands that it will place upon the
individual.
- Is about knowing what exactly needs to
be accomplished, gauging its difficulty and
knowing the kind of effort it will demand.
Strategy Variables
- Involves awareness of the strategy you
are using to learn a topic and evaluating
whether this strategy is effective.
*META-ATTENTION
-the awareness of specific strategies so
that you can keep your attention focused
on the topic or task at hand.
*METAMEMORY
-is your awareness of memory strategies
that work best for you.
Omrod, includes the following in the
practices of metacognition.
 Knowing the limits of one’s own learning and
memory capacities
 Knowing what learning task one can realistically
accomplish within a certain amount of time
 Knowing which learning strategies are effective
and which are not
 Planning an approach to learning task that is
likely to be successful
 Using effective learning strategies to process
and learning new material
 Monitoring one’s own knowledge and
comprehension. In other words, knowing when
information has been successfully learned and
when its not
 Using effective strategies for retrieval of
previously stored information.
 Knowledge is said to be metacognitive if it is
keenly used in a purposeful manner to ensure
that a goal is met.
Huitt believes that metacognition includes the
ability to ask and answer the ff. types of question;
 What di I know about this subject, topic, issue?
 Do I know what I need to do now?
 Do I know where I can go to get some information,
knowledge?
 How much time will I need to learn this ?
 What are some strategies and tactics that I can use to
learn this?
 Did I understand what I just heard, read or saw?
 How will I know if I am learning at an appropriate rate?
 How can I spot an error if I make one?
 How should I revise my plan if its not working to my
expectations/satisfaction?
METACOGNITION
DEVELOPMENT
- Researchers such as that of Fang and Cox
showed that metacognitive awareness was
evident in preschoolers and in students as
young as eight years old. Children already
may have the capacity to be more aware
and reflective of their own learning.
However, not may have been taught and
encourage to apply metacognition.
Teaching strategies to develop
metacognition;
 Have students monitor their own learning and
thinking
 Have students learn study strategies
 Have students make predictions about information
to be presented next based on what they have read
 Have students relate ideas to existing knowledge
structures.
 Have students develop questions; ask questions of
themselves, about what’s going on around them.
 Help students to know when to ask for help.
 Show students how to transfer knowledge,
attitudes, values, skills to other situations or task.
NOVICE AND EXPERT LEARNERS
- In the last twenty years, cognitive psychologists
have studied the distinctions among learners in the
manner they absorb or process information. They
were able to differentiate expert learners from
novice learners. A very important factor that
separate these two types of learners mentioned is
metacognition. Expert learners employed
metacognitive strategies in learning . They were
more aware of their learning process as they read,
studied and did problem solving. Experts learners
monitored their learning and consequently adjusted
their strategies to make learning more effective.
Differences Between Novice and Expert Learners
Aspects of Learning Novice Learning Expert Learning

Knowledge in different *have limited knowledge *have a deeper

subject in the different subject knowledge in different
areas subject areas because
they look for
interrelationships in
things they learn
Problem solving *satisfied at just scratching *first try to understand
the surface; hurriedly gives the problem, look for
a solution to the problem boundaries, and create a
mental picture of the
problem
Learning\thinking *employ rigid strategies *design new strategies
Strategies that may not be that would be
appropriate to the task at appropriate to the task
hand at and
Selectively in *attempts to process all *select important
Processing information they receive information to process;
able to breakdown
information to
THANK YOU 

OBAS, JOAN MAE D.