LESSON 1 EDUC 70 REVIEWER
comprehension. In other words, knowing
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.
 According to Flavell (1979, 1987),
metacognition consist of both metacognitive
knowledge and metacognitive experiences or
regulation.
 A. METACOGNITIVE KNOWLEDGE
 - Refers to acquired knowledge about
cognitive processes, knowledge that can be
used to control cognitive processes.
3 Categories of metacognitive knowledge
1. Person variable
 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.
2. Task Variables
 Is about knowing what exactly needs to be
accomplished, gauging its difficulty and
knowing the kind of effort it will demand.
3. 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
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 do 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.
 -*attempts to process all information they receive

NOVICE AND EXPERT LEARNERS  EXPERT LEARNING

 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
 ASPECT OF LEARNING
-Knowledge in different subject
 NOVICE LEARNING
-*have limited knowledge in the different subject
areas
 EXPERT LEARNING
-*have a deeper knowledge in different subject
areas because they look for interrelationships in
things they learn
-*select important information to process; able to
breakdown information to manageable chunks
LESSON 2
Centered Psychological Principles (LCP)
The 14 principles have the following aspects:
 focus on psychological factors that are
primarily internal to and under the control of
the learner rather than conditioned habits or
physiological factors;
  intended to deal holistically with learners in
the context of real – world learning situations;
divided into those referring to;
a) Cognitive and metacognitive
b) Motivational and effective
c) Developmental and social
d) Individual difference factorsinfluencing
learners and learning intended to apply to all
learners

 ASPECT OF LEARNING
- Problem Solving
 NOVICE LEARNING
-*satisfied at just scratching the surface; hurriedly
gives a solution to the problem
 EXPERT LEARNING
-*first try to understand the problem, look for
boundaries, and create a mental picture of the
problem.

 ASPECT OF LEARNING
-Learning\thinking Strategies
 NOVICE LEARNING
-*employ rigid strategies that may not be
appropriate to the task at hand
 EXPERT LEARNING
-*design new strategies that would be
appropriate to the task at and hand

 ASPECT OF LEARNING 1. Nature of the learning process

-Selectively in Processing
 NOVICE LEANING
 The learning of complex subject matter is most
effective when it is an intentional process of
constructing meaning from information and experience.

SUCCESSFUL LEARNERS
are…
Active
 Goal – directed
 Self – regulating
 Assume personal responsibility for contributing their own
learning.