METACOGNITION

THINKING ABOUT THINKING

METACOGNITION

• ,The term “metacognition” was coined by John Flavell (1979, 1987)

• - Consists of both metacognitive knowledge and metacognitive experiences or
regulation.

Metacognition, simply, is “thinking about thinking” or “learning how to learn”

CATEGORIES OF METACOGNITIVE KNOWLEDGE

• 1. Knowledge of person variables

• 2. Task Variables
• 3. Strategy Variables

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1. KNOWLEDGE OF PERSON VARIABLES

• Knowledge about how human beings learn and process

information, as well as individual knowledge of one’s own
learning processes.
2. TASK VARIABLES

• Knowledge about the nature of the task as well as the type of

processing demands that it will place upon individual.
3. STRATEGY VARIABLES

• Awareness of the strategy you are using to learn the topic and
evaluating whether this strategy is effective.

• Meta-attention – awareness of specific strategies so that you can

keep your attention focused in the topic or task at hand.
• Meta-memory – your awareness of memory strategies that work
best for you.
OMROD INCLUDES THE FOLLOWING INN THE PRACTICE OF
METACOGNITION:

• 1. Knowing the limits of one’s own learning and memory capacities

• 2. Knowing what learning tasks one can realistically accomplish within a certain amount
of time.
• 3. knowing which learning strategies are effective and which are not.
• 4. Planning an approach to a learning task that is likely to be successful.
• 5. Using effective learning strategies to process and learn new material.
• 6. monitoring one’s own knowledge and comprehension.
• 7. 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.

• Doing my Homework:
• 1. Person variable – nahihirapan ako sa Science kaysa sa English.
• 2. Task Variable – doing homework (dapat matapos mo na)
• 3. Strategy Variable – Unahin ko munang gawin ang Science
bago kay English.
HUITT: METACOGNITION INCLUDES THE ABILITY TO ASK AND
ANSWER THE FOLLOWING TYPES OF QUESTIONS:

• What do I know about this subject, topic, issue?

• Do I know what I need to know?
• 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?
METACOGNITIVE STRATEGIES TO FACILITATE LEARNING

• Teachers:
• Integrate more activities that would build your student's capacity to
reflect on their own characteristics as learners (self-knowledge), the task
they are to do )task knowledge) and the strategies that they can use to
learn(strategic knowledge)
EX. TEACHING STRATEGIES TO DEVELOP METACOGNITION

• 1. Have students monitor their own learning and thinking.

• 2. Teach students study or learning strategies.
• TQLR- This is for YOUNGER students. It is a metacognitive strategy before
listening to a story or presentation.
• Tune in
• Question
• Listen
• Remember
EX. TEACHING STRATEGIES TO DEVELOP METACOGNITION

• PQ4R- This is usually for OLDER students. This strategy is used to study
a unit or chapter.
Preview Read
Question Recite
Review
Reflect
 PQ4R
• Preview – Scan the whole chapter before dealing on each paragraph. Read the summary
of the chapter first.
• Question – Read the guide question provided, or think of your own question about the
topic.
• Read – Check out sub headings as you read. Pay attention on words that are printed in
bold or italicized. Find out the meaning of words that are not clear to you. Use a marker
or colored pencil to highlight important words or phrases.
• Recite – Work on answering the questions you had earlier.
• Review – Pinpoint the topics you may need to go back to and read in order to understand
better.
• Reflect – Think about what you read.
TEACHING STRATEGIES TO DEVELOP METACOGNITION

• 3. Have students make predictions about information to be presented

next based on what they have read.
• 4. Have students relate ideas to existing knowledge structures.
• 5. Have students develop questions:
• 6. help students to know when to ask for help.
• 7. show students how to transfer knowledge, attitudes, values, skills to
other situation or tasks.
NOVICE AND EXPERT LEARNER
Aspect of Learning Novice Learner Expert Learners

Knowledge in different subject Have limited knowledge in the Have deeper knowledge in diff.
areas different subject areas subject areas bec. They look for
interrelationships in things they
do.

Satisfied at just scratching the First try to understand the

Problem Solving surface, hurriedly gives a solution problem, look for boundaries, and
to the problem create a mental picture of the
problem

Employ rigid strategies that may Design new strategies that would
Learning/thinking strategy be appropriate to the task at
not be appropriate to the task at
hand hand.
NOVICE AND EXPERT LEARNER

Aspect of Learning Novice Learner Expert Learners

Select important information to

Attempt to process all process; able to breakdown
Selectivity in Process
information they receive information to manageable
chunks.

DO not examine the quality of First try to understand the

Production output problem, look for boundaries, and
their work, nor stop to make
revisions create a mental picture of the
problem
• Expert learners employ metacognitive strategies in learning . They are
more aware of their learning process as they read, study and do problem
solving
• Expert learners monitor their learning and consequently adjust their
strategies to make learning more effective.
ARE YOU A NOVICE OR AN EXPERT LEARNER?

• Strive to apply the concepts of metacognition in your own world

of learning, and for sure you will be on your way to be an expert
learner, or an expert teacher too!
LEARNER-CENTERED PRINCIPLES

• Throughout its history, psychology has provided valid information for the design of
schooling based on theory and research on human learning, development, and
motivation.
• Advances in our understanding of thinking, memory, and cognitive and motivational
processes can contribute directly to improvements in teaching, learning, and the whole
enterprise of schooling.
• Such models attend to the diversity among students and use this diversity to enrich
learning and to produce results within the context of current school form.
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

• They focused on psychological factors that are primarily internal to and

under the control of the learner rather than conditioned habits or
physiological factors. However, the principles also attempt to
acknowledge external environment or contextual factors that interact
with these internal factors.
THE 14 PRINCIPLES ARE DIVIDED INTO FOUR
FACTORS:
• 1. Cognitive and Metacognitive Factor
• 2. Motivational and Affective Factor
• 3. developmental and social Factor
• 4. individual differences factors influencing learners and learning.
 COGNITIVE AND METACOGNITIVE FACTOR

• 1. NATURE OF THE LEARNING PROCESS

• The learning of a complex subject matter is most effective when it is an intentional
process of constructing meaning from information and experience.

• There are different types of learning process

• Learning schools emphasizes the use of intentional process that students can use to
construct meaning from information, experiences and their own thought and beliefs.
• Successful learners are active, goal-directed, self-regulating and assume personal
responsibility for contributing to their own learning.
 COGNITIVE AND METACOGNITIVE FACTOR
• 2. GOALS OF THE LEARNING PROCESS
• The successful learner, strives over time and with support of instructional guidance, can create meaningful,
coherent representations of knowledge.

• The strategic nature of learning requires students to be goal-directed.

• To construct useful representations of knowledge and to acquire the thinking and learning
strategies necessary for continued learning success across life span, students must generate
and pursue personally-relevant goals.
• Educators can assist learners in creating meaningful learning goals that are consistent with
both personal and educational goals and interest.
COGNITIVE AND METACOGNITIVE FACTOR
• 3. CONSTRUCTION OF KNOWLEDGE
• The successful learner, can link new information with existing knowledge in meaningful ways.

• Knowledge widens and deepens as students continue to build links between new
information and experiences and their existing knowledge base.
• The nature of these links can take a variety of form, such as adding to modifying, or
reorganizing existing knowledge or skills.
• How these links are made or developed may vary in different subject areas, and among
students with varying talents, interests and abilities.
COGNITIVE AND METACOGNITIVE FACTOR
• 3. CONSTRUCTION OF KNOWLEDGE
• The successful learner, can link new information with existing knowledge in meaningful ways.

• Educators can assist learners in acquiring and integrating knowledge by a number of

strategies that have been shown to be effective with learners of varying abilities, such as
concept mapping and thematic organization or categorizing.
COGNITIVE AND METACOGNITIVE FACTOR
• 4. STRATEGIC THINKING
• The successful learner, can create and use repertoire of thinking and reasoning strategies to achieve
complex learning goals.
Successful learners use strategic thinking in their approach to learning, reasoning, problem solving and
concept learning.
• They understand and can use variety of strategies to help them reach learning and performance goals, and
to apply their knowledge in novel situation.
• They also continue to expand their repertoire of strategies by reflecting in the methods they use to see
which work well.
• Learning outcomes can be enhanced if educators assist learners in developing, applying and assessing their
strategic learning skills.
LEARNING STRATEGY

• 1. SPACED PRACTICE
• “Every time you leave a little space, you forget a bit of the information, and then you
kind of relearn it” Weinstein
• For more durable learning, the studying has to take place in smaller chunks over time.
• Teachers can help students apply this strategy by helping them create a studying calendar
to plan out how they will review chunks of content. Plan to include current concepts and
previously learned material. May teachers know this as “spiraling”
LEARNING STRATEGY

• 2. Retrieval Practice
• Teach students how to do retrieval practice in class. Have them turn off their devices,
put all their notes and books away, then ask them to write they know about a particular
term or topic, or share their thoughts in a think-pair-share.
• When practice is done have students check their understanding by revisiting their
materials and discussing misconceptions as a class.
• Once they learn how to do this in school, they can apply it at home.