If you teach a person what to learn, you are

preparing that person for the past.

If you teach a person how to learn, you are
preparing that person for the future.
- Cyril Houle
What is Metacognition?
This term was coined by John Flavell. According to
Flavell (1979, 1987), metacognition consists of both
metacognitive knowledge and metacognitive
experiences or regulation. Simply, “thinking about
thinking” or learning how to learn.
‘Meta’ refer to higher order thinking which
involves active awareness and control over the
cognitive processes engaged in learning.
Flavell argued that metacognition explains why
children of different ages deal with learning tasks in
different ways, i.e., they have developed new
strategies for thinking.
Metacognition has to do with the active monitoring
and regulation of cognitive processes.
 Activities such as planning how to approach a
given learning task, monitoring comprehension, and
evaluating progress towards the completion of a task.
 It plays a critical role in successful learning and it is
important for both students and teachers.
2 Dimensions:
1. Metacognitive knowledge – includes the learner’s
knowledge of their own cognitive abilities, the learner’s
knowledge of particular tasks, and the learner’s
knowledge of different strategies including when to use
these strategies. (Brown, 1987, Flavell, 1979)
2. Metacognitive regulation – describes how learners
monitor and control their cognitive processes.
3 categories of Metacognitive Knowledge
1. Person Variables. This include 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. Knowledge of 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. It is about knowing the kind of effort it will
demand from you.
3. Strategy Variables. Knowledge of strategy variables
involves awareness of the strategy you are using to learn
a topic and evaluating whether this strategy is effective.
If you think your strategy is not working, then you may
think of various strategies and try out one to see if it will
help you learn better. Terms like meta-attention and
metamemory are related to strategy variables.
Meta-attention – is the awareness of specific
strategies so that you can keep your attention focused
on the topic.

Metamemory – is your awareness of memory

strategies that work best for you.
Omrod includes the following in the practice of metacognition:
knowing the limits of one’s own learning and memory
capacities
Knowing what learning tasks one can realistically accomplish
within a certain amount of time
 Knowing which leaning strategies are effective and which are
not
 Planning an approach to a learning task that is likely to be
successful
Monitoring one’s own knowledge and comprehension
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 ffg. types of questions:
 What do I know about this subject, topic, issue?
 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 it is not working to my
expectations/satisfaction?

Examples of 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 situation or tasks
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.
 Differences Between Novice and Expert Learners

Aspect of Learning Novice Learners Expert Learners

Knowledge in different Have limited knowledge in Have deeper knowledge in

subject areas the different subject areas different subject areas
because they look for
interrelationships in the
things they learn
Problem solving Satisfied at just scratching First try to understand the
the surface; hurriedly gives problem, look for
a solution to the problem boundaries, and create a
mental picture of the
problem
 Differences Between Novice and Expert Learners

Aspect of Learning Novice Learners Expert Learners

Learning/thinking Employ rigid strategies Design new strategies

strategies that may not be appropriate that would be appropriate
to the task at hand to the task

Select important
Selectivity in Attempt to process all information to process;
Processing information they receive able to breakdown
information to
manageable chunks

Production of output Do not examine the quality Check their errors and
of their work, nor stop to redirect their efforts to
make revisions maintain quality output
Metacognitive Strategies to Facilitate Learning
1. Have students monitor their own learning and thinking.
2. Teach students 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 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 in
study a unit or chapter.
P – Preview. Scan the whole chapter before delving on each
paragraph. Heck 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.
Q- Question. Read the guide questions provided, or think
of your own questions about the topic.
R – 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.
R - Recite. Work on answering the questions who had
earlier.
R – Review. Pinpoint topics you may need to go back 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.
5. Have students develop questions: ask questions of themselves,
about what’s going on around them.
6. Help students to know when to ask for help (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 to transfer knowledge, attitudes, values, and
skills.