METACOGNITION

The term metacognition was coined by

John Flavell.
*according to Flavell (1979, 1987),
metacognition consist of both
metacognitive knowledge and
metacognitive experiences or regulation.

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.
METACOGNITIVE KNOWLEDGE
- Refers to acquired knowledge
about cognitive processes,
knowledge that can be used to
control cognitive processes.
3 Categories of metacognitive
knowledge
Person Variables
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 ones own learning
processes.
Task Variables
Includes knowledge about the
nature of the task as well as the
type of processing demands that
it will place upon the individual.
Is about knowing what exactly
needs to be accomplished,
gauging its difficulty and knowing
the kind of effort it will demand.
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 ones 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 ones own knowledge and
comprehension. In other words,
knowing 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 di 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 whats 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.
NOVICE AND EXPERT LEARNERS
- 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
Aspects of Novice Learning Expert Learning
Learning
Knowledge in *have limited *have a deeper
different subject knowledge in the knowledge in
different subject different subject
areas areas because they
look for
interrelationships in
things they learn
Problem solving *satisfied at just *first try to
scratching the understand the
surface; hurriedly problem, look for
gives a solution to boundaries, and
the problem create a mental
picture of the
problem
Learning\thinking *employ rigid *design new
Strategies strategies that may strategies that
not be appropriate to would be
the task at hand appropriate to the
task at and
THANK YOU

OBAS, JOAN MAE D.