PROFED 605: FACILITATING LEARNER-

CENTERED TEACHING

CHAPTER 1 METACOGNITION AND LEARNER

CENTERED PRINCIPLES (LCP)

LOVELYN C. LLANILLO, PHD

Professor
 General Objectives
At the end of the chapter, the students can:
1. explain the meaning of metacognition;
2. discuss the teaching strategies that develop metacognition
among students;
3. apply metacognition strategies in their quest for learning as a
novice or as an expert learner;
4. identify and explain the 14 Learner-Centered Principles;
5. advocate the use of these principles in the teaching learning
process; and
6. discuss the factors affecting the teaching- learning process.*
 *Lesson 1
❑ Metacognition, Meta-Cognitive Strategies, and Teaching Strategies
in Developing Meta-Cognition

Since its use in 1979, educators and policy makers have seen its
potential in improving students‘ learning as it helps them to make
sense of what they have learned and how they are able to do it.**
 What to expect?
At the end of the lesson, the students
can:
1. explain the meaning of metacognition;
2. apply metacognition strategies in their
quest for learning as a novice or as an
expert learner; and
3. discuss the teaching strategies
that develop metacognition among
students.
Metacognition is the
process of thinking
about one‘s own
thinking and learning. It
involves knowing when
you know, knowing
when you don‘t know,
and knowing what to do
when you don‘t know. *
The term comes from the root word
―meta, meaning "beyond", or "on top
of”. For example, you engage in
metacognition if you notice that you
are having more trouble learning
concept A than concept B, or if you
realize that your approach to solving
a problem is not working, and you
decide to try a different approach. It
also involves knowing yourself as a
learner; that is, knowing your
strengths and weaknesses as a
learner.*
• Metacognition is a general term
encompassing the study of
memory- monitoring and self-
regulation, meta-reasoning,
consciousness/awareness and
autonoetic. *
 **First, knowledge
about cognition; the
knowledge that
learners have about
themselves which
Three components of metacognition:
First, knowledge about cognition; the knowledge that includes:
learners have about themselves.
Second, regulation of cognition which refers to the self- 1. declarative
directed regulation of cognitions (thoughts, beliefs, knowledge; and
affects) toward the attainment of goals
The third component of metacognition is metacognitive 2.procedural
experiences, those experiences that have something to
knowledge. ***
do with the current, on-going cognitive endeavor.*
Second, regulation of cognition which refers to the self-directed regulation of cognitions (thoughts,
beliefs, affects) toward the attainment of goals.
• In Self-Regulated Learning (SRL) learners can monitor and control their own
learning processes; *
[a] it is concerned with the learners‘ use of different cognitive and metacognitive strategies to
control, monitor, and regulate their cognition, behavior, and motivation in their learning;
[b] learning in a self- regulated way, learners can set their own learning goals, control their learning
processes, and motivate themselves when they participating, in order to achieve their goals;
[c] in a SRL environment, learners can be more active and efficient for their learning performance
and behavior to improve their final learning outcomes, and
[d] examine their learning through constructive activities, collaborative work, and free exploration. It
is believed that SRL is a cognitively and motivationally active approach to student-centered
learning. **
 The third component
of metacognition is
metacognitive
experiences, those
experiences that have
something to do with the
current, on-going
cognitive endeavor.*
Three different types of metacognitive awareness
when considering metacognitive knowledge:
(1)Declarative knowledge, this refers to the knowledge about oneself
as a learner and about what factors can influence one's
performance; it can also be referred to as "world knowledge";
(2)Procedural knowledge which refers to the knowledge about doing
things. This type of knowledge is displayed as heuristics and
strategies, **and
(3)Conditional knowledge which refers to knowing when and why to
use declarative and procedural knowledge. It allows students to
allocate their resources when using strategies.***
This in turn allows the strategies to
become more effective. Similar to
metacognitive knowledge,
metacognitive regulation or
"regulation of cognition" contains
three skills that are essential which
are:

Planning
Monitoring
Evaluating*
*Meta-cognitive Strategies to Facilitate
Learning ****

Metacognitive strategies are strategies 1. What do I need to do first?

that improve students ‘learning by 2. Why is this true?

improving their self-awareness and 3. How can I get better?
selecting the appropriate strategy. 4. Who can I ask for help?
Metacognitive strategies often fall into one 5. Where do I do my best work?
of three categories: planning, monitoring
and reviewing, which are representative of
the different stages needed to successfully >David Boud and co-
complete a given task. Most theorists
authors
believe that metacognitive strategies
include:
1. Metacognition and Goal Setting
2. Metacognition and Feedback
]]]Benjamin Franklin
3. Metacognition and Self-reflection***
• *Evidence suggests
that keeping a diary
helps improve a
range of factors
which include, but are
not limited to, self-
awareness, ability to
manage nerves,
mental well-being and
metacognition.**
 HOW TO DEVELOP METACOGNITION IN YOUR
CLASSROOM
• Teachers can encourage the development of
metacognition in the classroom by giving students the
opportunity to use metacognitive strategies at key stages
Planning
of a task.
• This ensures that they improve both their self-
Reviewing Monitoring
awareness and ability to choose effective thought
processes in the future.*
**For example, metacognition in Math or in French may
look different from each other. Nelson and Narens (1990)
presented a more simplified model of Metacognitive
Regulation which has similar components with that of
Woolfolk (2007). It included the process of Planning,
Monitoring and Evaluating.***
 *1. Planning: The student thinks about similar math problems they have solved
before and the strategy they used. Most people understand that preparation is key,
but whether they know how to best prepare is another matter. Good preparation
involves:
• thinking about similar tasks
• setting clear goals
• working out how long a task may take to complete selecting appropriate strategies.**
2. Monitoring: The student then assesses the progress they are making in
solving the problem and asks questions to their teacher if they need help.
Students need to assess how they are progressing on a task, to ensure they
are on the right path. ***
3. Reviewing: After completing a task, students should spend time
reflecting on what went well and what they would do differently next
time. ****
• Researches 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
have the capacity to be more aware and reflective of their own learning. However,
not many have been taught and encouraged to apply metacognition.
• The challenge to would-be teachers is how to integrate in the teaching-learning
process activities that will help develop students‘ capacities and for them to reflect on
their own characteristics as learners (self-knowledge), the tasks they are to do (task
knowledge) and the strategies that they can use to learn (strategic knowledge).
Teachers should remember that metacognition involves knowledge and skills
which they and their students can learn and master.*
1. Have students monitor their own learning and thinking.
2. Teach students study or learning strategies like TQLR*:
• T – Tune in.
• Q – Question.
• L – Listen.
• R – Remember.
• P – Preview.**
PQ4R
Q – Question
R – Read
R – Recite
R – Review
R – Reflect.
 Aspect of Novice Learners Expert Learners
Learning
Expert learners employ Have deeper knowledge in
metacognitive strategies Knowledge in
different
Have limited
knowledge in different
different subject area because
they look for
in learning. They are subject area subject areas interrelationships
things they learn
in the

more aware of their

Satisfied at just scratching the First try to understand the
learning process as Problem-solving surface; hurriedly gives a problem, look for boundaries,
solution to the problem and create a
they read, study, and do mental picture of the
problem-solving. Employ rigid strategies that
problem
Design new strategies that
may not beappropriate would be appropriate
Learning/Think to the task at hand to the task athand
Expert learners monitor ing Strategies

their learning and Select important

Attempt to process all information to process,able
consequently adjust Selectivity in information theyreceive to breakdown information
their strategies to make Processing to
manageable chunks
learning more effective. Do not examine the quality Check their errors and
*** Production of of their work, redirect their efforts to
Output nor stop to make maintain quality output]]]
revisions
What are these metacognitive strategies?
1. Metacognitive Awareness Inventory was created by Schraw & Dennison
in 1994 specifically for adult learners to bring awareness of metacognitive
knowledge and regulation. In learning, there are certain processes going
around which most often, youngers and older adults are unaware of what
they are and what is required to improve them.
2. Pre-assessment (self-assessment) of Content- finding out what your
students already know about a topic can help students begin to think about
how learning works. Some of the few ways to conduct pre-assessment
activities could be: creating a few key questions about the content/topic
possible identification of misconceptions about the content/topic, challenges
they have encountered with the topic, and exploration into past experiences
or applications of the content/topic. *
3. Self-assessment or Self-regulated Learning Skills – students are not
going to learn how to be good learners unless we engage them in activities
and discussions about how they perceive themselves as learners and to
see what approaches are working and not working for their learning. **
 Concept Mapping and Visual Study Tools
• Concepts maps were originally developed to enhance meaningful
learning in the sciences.
• A concept map is a way of representing relationships between ideas,
images of words.
• Concept maps are a way to develop logical thinking and study skills
by revealing connections to the big ideas or the key concepts you
are trying to teach. *
**In creating the concept map, one might consider the following:
1. Construct a Focus Question
2. Identify the Key Concepts – some people rank the key concepts by importance
as it may help with the construction of the map. Also, it may help the map maker
sort the ideas and if he/she sees no relevant connection he/she may not include
the concept.
3. Construct a map- if done for the first time, it could be done by group first, The
teacher may give a partial version of the map and allow students to build or to
complete the map.
 Classroom Assessment Tools
(a term coined by Angelo and Cross)
• These are short activities that students can do during class time
that will help promote metacognitive thinking among the students. *
]]Metacognitive Note Taking Skills – this will provide students the guidance and
models on how to take good notes during a class. You as a teacher, may suggest
a format which you can devise or replicate and draw on board for discussion
among your students. ***
]]Reflective Writing – this helps students make connections between what they
are learning in their homework/class content and with how they are integrating
the content into their current learning structures.****
• Retrospective Post
Assessment– near the
end of the lesson or topic,
ask students to reflect as
to what they thought about
the lesson or the topic
before the course and
what about they think
about it now. *
*Levels of Metacognitive Learners (Perkins,1992)*
a. Tacit Learners are students who are basically not
aware of their own metacognitive knowledge. They Reflective Learners

cannot point out a specific strategy for learning. They Strategic Learners

just accept the fact that they either know something or Aware Learners

not at all. ** Tacit Learners

b. ***Aware Learners are students who are familiar

of several processes involved in processing information
like generating ideas, looking for evidences, and
relating cause and effects, but their metacognitive skills
have not matured yet in such that they have not
deliberately planned for the thinking process. ****
Strategic Learners are our students who Reflective
Learners
consciously strategize to deal with a given Strategic Learners
task. They are able to solve problems using a
Aware Learners
prescribed process. They can also categorize
events, look for evidences and make Tacit Learners

decisions. *

Reflective Learners are our students who

are taking an active role not only in devising a
strategy for dealing with a task but
consciously reflect on what is happening. **
Summary
1. Teaching students better metacognitive techniques and
strategies provides them with life skills that will help them get
better grades and perform well in class. As with any skill, it must
be remembered that it requires time, patience and practice and
helping them develop metacognitive skills at each stage of a
task will help. Prior to the task this involves setting goals,
preparing thoroughly and thinking about similar previous
situations. During the task this includes monitoring their
performance and after the task seeking feedback, doing actions
on it and keeping a diary.
Summary
2. Teachers must also encourage their students to do
self-reflection for them to better monitor their
performances in class. They should consider the
importance of employing varied metacognitive strategies
in the teaching learning processes so that students will
be able to perform specific tasks with accuracy and
appropriateness.
Summary
3. Teachers who use metacognitive strategies can
positively impact students who have learning disabilities
by helping them to develop an appropriate plan for
learning information, which can be memorized and
eventually, become a routine. As students become aware
of how they learn, they will use these processes to
efficiently acquire new information, and consequently,
become more of an independent thinker.
Summary
4. The concept of Metacognition started in 1979 when the
American Developmental Psychologist John Flavell coined
first the word using ―meta for beyond and ―cognition
for thinking, thus the Metacognition became popularly
known as ―thinking about your thinking‖. He also
pointed out that metacognition has two major elements
namely knowledge of cognition and regulation of
cognition.
5. Metacognition is simply having an awareness,
understanding, and control of one‘s thought
processes. The experience is certainly encouraging;
it appears to be a strategy that is cost-effective and
can help students improve their skills in reading,
science, and math. The spillover from teaching
metacognitive strategies can help students develop
their growth mindset, goal setting skills, and self-
regulation.
“If you teach a person what to learn, you
are preparing that person for the past. If
you teach a person how to learn, you are
preparing that person for the future”
-Cyril Houle-
The most important goal of education
is to teach students how to learn on
their own.
THIS SLIDE IS UNDER SLIDE 20 TQLR AND PQ4R

1. Have students make predictions about information to be

presented next on what they have read.

2. Have students relate ideas to existing knowledge

structures. ( it is important to have relevant knowledge
structures well learned).

3. Have students develop questions; ask questions of

themselves, about what‘s going on around them (have you
asked a good question today?).

4. Help students to know when to ask for help. ( He /She must

be able to self-monitor, require students to show how they
have attempted to deal with the problem of their own).

5. Show students how to transfer knowledge, attitudes,

values, and skills to other situations or tasks.
 UNDER SLIDE # 24Classroom Assessment Tools

Wrappers – a quick and easy tool for monitoring and evaluating

metacognitive activity. It is an activity that surrounds pre-existing
learning or assessment task and fosters students‘ metacognition. You
can build a monitoring wrapper around any pre-existing part of a course
(lecture, homework, or test). Wrappers work because they are:

1. Time efficient
2. Only add a few minutes for the task
3. Metacognition is built in to that task
4. Students are self-monitoring in context
5. Feedback on accuracy can be built in
6. Feedback is immediate
7. Support can be greatly faded out in just three lessons most
students are successful on their own

• Minor interventions can significantly change behavior

Assessment

Activity 1