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Handouts - Metacognition
Handouts - Metacognition
Learning Objectives:
At the end of the lesson, the students will be able to:
1. explain the role of metacognition concerning learning; and
2. identity their personal strategies in order to succeed their
academic struggles.
GET TO KNOW
What is Metacognition?
In the late 1970s, John Flavell originally coined the word “metacognition.”
He defined the word as cognition about the cognitive phenomenon, or thinking
about thinking. Further studies on metacognition described the term
comparative to Flavell’s meaning. Cross and Paris (1988) defined metacognition
as the knowledge and control children have over their thinking and learning
activities. For Hennessey (1999), metacognition is the awareness of one’s
thinking, awareness of the content of one’s conception, as active monitoring of
one’s cognitive processes, an attempt to regulate one’s cognitive processes in
relation to further learning, and an application of a set of heuristics as an
effective device for helping people organize their methods of attacks in general
(The Psychology Notes HQ, 2020).
Metacognitive Knowledge has three components (The Psychology Notes HQ, 2020).
Metacognitive knowledge also has three types (The Psychology Notes HQ, 2020).
1. Declarative knowledge refers to the factual information that one knows
and can both be spoken or written. This is also the knowledge about
oneself as a learner and about what factors can influence one’s
performance.
2. Procedural knowledge comprises information on how to do something or
how to perform the procedural steps that make up a task. A high degree
of procedural knowledge allows individuals to perform tasks more
automatically through a variety of strategies.
3. Conditional knowledge refers to the knowledge about when to use a
procedure, skill, or strategy or when not to, information as to why a
procedure works and under what conditions it works, in addition to why
one procedure is better than another. Such knowledge affords the
individual a chance to assign resources when using strategies.
Skills of Metacognitive Regulation are important to be recognized by the
learners to succeed and become more effective, which strictly follows a phase (The
Psychology Notes HQ, 2020).
• Planning involves a
suitable selection of
strategies and the
right assignment of
resources.
• Monitoring includes
awareness of
understanding and
task performance.
• Evaluating refers to
the assessment of the
final result of a task
and the efficiency
carried out during
task performance.
According to Bee and Boyd (2007), there are four important strategies
used in developing metacognition: rehearsal, clustering, elaboration, and
systematic searching (as cited in Aquino, 2015).
1. Rehearsal
• It is the conscious repetition of information cover and over so that such
information will dwell in the long term memory system. Rehearsal can be
basic or complex. Basic rehearsal refers to simple recall and
memorization. On the other hand, complex rehearsal requires more
thinking, such as important underlying words or key phrases or deciding
what is significant in the written text. Rehearsal has its two types:
maintenance rehearsal and elaborative rehearsal. Maintenance rehearsal
refers to a low-level, repetitive kind of information practice. It is simply
repeatedly thinking about or verbalizing a piece of information. For
example, we need the telephone number of certain fast food for delivery.
Normally, we rehearse the number first until we successfully dialled the
phone. However, once we stop practicing rehearsing the number, that bits
of information will dislodge from our memory because we do not store or
process deeply into our long-term memory system. This means that any
information that we take in and are not practiced continuously or used,
the probabilities of forgetting is high. Elaborate rehearsal is more
complex than maintenance rehearsal. In this process, after we rehearse
and make use of the information we take in, pondering upon the meaning
of the term, making connections to our previous and current experiences,
citing personal examples and illustrations are being applied for us to fully
grasps the meaning of such information.
• Rehearsal strategies have various activities as identified below:
- Selecting
- Note-taking
- Predicting and clarifying
- Underlining or highlighting
- Questioning and answering
- Restating and Paraphrasing
- Outlining and Summarizing
- Repetition and cumulative rehearsal
2. Clustering
• It is where information is grouped and organized to simplest and
meaningful way. This is commonly used to provide us an ordering process
like sequences, hierarchies, and categories. Clustering of information is
based on those that share common characteristics.
3. Elaboration.
• This occurs when we enrich new information by adding extra information
from our own schema. Sometimes we tend to expand the main information
by relating it other information. Elaboration can also be done either verbal
or image elaboration. Verbal elaboration refers to the construction of
additional ideas using words that we might say or write. Examples are
summarization, self-questioning, analogy, mnemonics, or note-taking.
Image elaboration is concerned with forming and creating mental
pictures that combines new information with visual image, nevertheless
existing already in our own schema. The very purpose of elaboration
strategy is to extend our knowledge and to give details about something
or to work out something in details.
4. Systematic Searching
• Systematic searching accounts for two different ways: semantic formation
and association. Semantic formation happens when the learners
develop meaning from certain experiences. Association happens when
the learners search for the information that is related to something
familiar, resembles its figure, and or sound with it. Associating the
information to our personal experiences makes it more meaningful.