ProfED04: METACOGNITION

John Flavell  Monitoring one’s own knowledge and

comprehension. In other words, knowing when

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 Using effective strategies for retrieval of previously

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 Planning approach to a learning task that is likely to
be successful.

 Using effective learning strategies to process and

learn new material.
3 CATEGORIES OF KNOWLEDGE
 Monitoring one’s own knowledge and
comprehension. In other words, knowing when
1.PERSON VARIABLES
information has been successfully learned and when
How one views himself as a learner and thinker
it is not.
- Refers on the knowledge on how human learns and
process information, as well as knowledge on one’s
 Using effective strategies for retrieval of previously
own learning.
stored information.
2. Task Variable
Knowledge is said to be metacognitive if it is keenly used in a
- knowledge about the nature of the task as well as the type of
purposeful manner to ensure that a goal is met.
processing demands that it will place upon the individual. It is
about knowing what exactly needs to be accomplished,
Huitt believes that metacognition includes the ability to ask
gauging its difficulty and knowing the kind of effort it will
and answer the following types of questions.
demand from you.
• What do I know about this subject, topic, and issue?
3.Strategy Variables
- involves awareness of the strategy you are using to learn
• Do I know where I can go to get some information,
topic and evaluating whether this strategy is effective.
knowledge?
- Strategies you’ll try to help you
• How much time will I need to learn this?
- Meta-attention is the awareness of specific strategies so that
you can keep your attention focused on the topic or task at
• What are some strategies and tactics that I can use to learn
hand. Metamemory is your awareness of memory strategies
this?
that work.
• Did I understand what I just heard, read, or saw?
Omrod: The following practice of metacognition
 Knowing the limits of one’s own learning and
• How will I know if I am learning at an appropriate rate?
memory capacities.
• How can I spot an error if I make one?
 Knowing what learning tasks can realistically
accomplish within a certain amount of time. • How should I revise my plan if it is not working to my
expectations/Satisfaction?
 Knowing which learning strategies are effective and
which are not.
Metacognition and Development
 Planning approach to a learning task that is likely to
be successful.

 Using effective learning strategies to process and Fang and Cox

learn new material.
ProfED04: METACOGNITION
- 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 many have been taught and
encouraged to apply metacognition.
Teaching strategies to develop metacognition.
• Have students monitored 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 develop questions; ask question of themselves,
about
what’s going on around them.
• Help students to know when to ask help. (Must be able to
self- monitor; require students to show how they have
attempted to deal
with the problem of their own).
• Show students how to transfer knowledge, attitudes, and
values, skills
to other situations or task
Metacognition involves knowledge and skill which you and
your students can learn and master.
Here are some examples of teaching
strategies to develop metacognition:
1. Have students monitor their own learning and thinking.
(Example: have a student monitor a peer’s
learning/thinking/behaving in dyad)
2. Teach student study or learning strategies. TQLR – this can
be taught to younger students (primary grades). It is a
metacognitive strategy before listening to a story or
presentation.
T is for Tune in. it is first important for the learner himself to
be aware that he is paying attention, and that he is ready to
learn.
Q is for Question. The learner is given questions or he thinks
of questions about what he will soon learn.
L is for Listen. The learner then intentionally exerts effort to
listen. He becomes aware if he is momentarily detracted and
goes back to listen
again.
R is for Remember. The learner uses ways or strategies to
remember what was learned?
PQ4R – this is usually for older students in the intermediate
levels and onwards. This strategy is used to study a unit or
chapter.
P – Preview. Scan the whole chapter before delving on each
paragraph. Check out the objectives. Look for outlines or
advance organizers that will give you an idea about the
important topics and ideas in the chapter. Read the summary
of the chapter first. (But please don’t stop at the summary
alone. No. no. no. this is not a good idea at all. Read the whole
chapter!)
Q – Question. Read the guide questions provided or think of
your own questions about the topic.
R – Read. Check out subheadings as you read. Pay attention
on words that are printed in bold or italicized. Find out the
meaning of the words that are not clear to you. Use a marker
or colored pencil to highlight important words or phrases. (Do
not highlight the whole paragraph!
R – Recite. Work on answering the questions you had earlier.
R – Review. Pinpoint topics you may need to go back to and
read in order to understand better.
R – Reflect. Think about what you read. Is everything clear to
you? What are the main points you learned? How is this
relevant or useful to you?
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.
(It is important to have
relevant knowledge structures well learned.)
5. Have students develop questions: ask question of
themselves, about what’s going on around them (Have you
asked a good question today?)
6. 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.)
7. Show students how to transfer knowledge, attitudes, values,
skills to other situations or
tasks
Novice and Learner
- A very important factor that separated these two types of
learners is metacognition.
- Expert learners employed metacognitive strategies in
learning.
ProfED04: METACOGNITION
- Were more aware of their learning process as they read, • Exceptionalities – In class there maybe one who has
studied and did problem solving. Expert learners monitored difficulty in spoken language comprehension or in seeing,
their learning and consequently adjusted their strategies to hearing, etc.
make learning more effective.
How Student Diversity Enriches the Learning
Aspect of Novice Learn Expert Learners Environment
Learning
,
Have limited Have deeper
The benefits and learning opportunities that student diversity
knowledge in the knowledge in
different subject different subject can bring to your classroom.
areas areas because they • Students’ self-awareness is enhanced by diversity.
look for Exposing students to others with diverse backgrounds and
interrelationships. experiences also serves to help students focus on their
in the things they awareness of themselves. When they see how others are
learn different, students are given reference points or comparative
Problem solving Satisfied at just First try to perspectives which sharpen assessment of their own attitudes,
scratching the understand the values, and behavior
surface; hurriedly problem, look for
gives a boundaries, and • Student diversity contributes to cognitive development.
solution to the create a mental The opportunity to gain access to the perspectives of peers and
problem picture of to learn from other students, rather than the instructor only,
the problem the problem
may
Employ rigid
be especially important for promoting the cognitive
strategies that
may not be development of the learners.
appropriate to the
task at hand
Selectivity in Attempt to Select important Supreme Court Justice, William J. Brennan
Processing process all information to
information they process; able “The classroom is peculiarly the “market place of ideas.”
receive to breakdown
information to The depth and breadth of student learning are enhanced by
manageable chunks exposure to others from diverse backgrounds. Student
Production of Do not examine Check their errors
diversity in the classroom brings about different points of view
output the quality of and redirect their
and varied approaches to the learning
their work, nor efforts to
stop to make maintain quality process
revisions output
Suzane Morse

• Student diversity prepares learners for their role as

Factors that Bring about Student
In all learning environments, individuals interact with
others who are in some way different from them how these
differences were shown your – gender, and racial, ethnic or
cultural background (nationality, province, language). This
diversity also comes from other factors like.
• Socioeconomic status – The millionaires’ lifestyle differs
from that of the middle income or lower income group.
• Thinking/ learning style – Some of you learn better by seeing
something; others by just listening; and still others by
manipulating something.
responsible members of society.
one competency that has strong implications for instructional
strategies that capitalize on diversity: “The capacity to imagine
situations or problems from all perspective and to appreciate
all aspects of diversity”. “The classroom can provide more
than just theory given by the teacher in a lecture.
When student diversity, the classroom becomes a ‘public
place’ where community can be practiced.
Some Tips on Student Diversity
1.Encourage learners to share their personal history
and experiences. Students will be made to realize
that they have something in common with the rest. They also
differ in several ways.-no shame in being
different
ProfED04: METACOGNITION
2.Integrate learning experiences and activities
which promote students’ multicultural and cross- cultural • Diversify the instructional formats or procedures you
awareness You can encourage or initiate co-curricular use in class:
experiences that are aimed at promoting diversity awareness.
• activities could be held to coincide with already-scheduled • Use formats that are student-centered (e.g., class
national weeks or months which are designated for discussions, small group work) and teacher-centered (e.g.,
appreciation of diverse lectures demonstrations).
groups. • Vary the examples you use to illustrate concepts in order to
• Disability Awareness Week, Linggo ng Wika, Indigenous provide multiple contexts that are relevant to students from
People’s diverse backgrounds.
Week, etc. • Have students complete personal information cards during
• Let students interview other students on campus who are the first week of class and use this information to select
from diverse backgrounds (foreign students or students from examples or illustrations that are relevant to their personal
other ethnic/racial groups). These students of different racial interests and life
and ethnics origin serve as source of first-hand information on experiences.
topics related to their culture. This can also provide • Ask students to provide their own examples of concepts,
opportunity for interaction among students who may otherwise based on experiences drawn from their personal lives.
never come in contact with each other. Invite students to • Have students apply concepts by placing them in a situation
Internet discussion groups or context that is relevant to their lives (e.g.,“How would you
• have students “visit” foreign countries and “talk” to natives show
of those countries. respect to all persons in your home?”).
• Ask students if they have ever been the personal target of
prejudice or discrimination, and have them share these ASPECTS OF STUDY HABITS
experiences with other members of the class.
1. Motivation
• Clyde Kluckholn
2. Organizing and planning your works
“We are all the same in different ways”
3. Working with others utilizing source and feedbacks
an early American anthropologist who 4. Managing school works stress
spent a lifetime studying human diversity across different
cultures. 5. Note-taking and reading
6. Preparing an assignment/project
4. Communicate high expectations to students form
all sub-groups. (a) assigning them the role of reporter in
small-group discussions, i.e., the one who report backs
the group’s ideas to the class (b) having them engaged in
paired discussions with another classmate with the
stipulation that each partner must take turns assuming
the role of both listener and speaker
• Learn the names of your students, especially the
foreign names that you may have difficulty pronouncing.
This will enable you to establish early, personal rapport
with them which can later serve as a social/emotional
foundation for encouraging them to participate.

• Use varied instructional methods to accommodate

student diversity in learning style.

• Diversify the sensory/perceptual modalities through

whichyou deliver and present information (e.g., orally, in
print, diagrammatic and pictorial representations, or “hands
on” experiences).