Lesson 1:

Metacognition

Trixie Mae Issobelle M. Remoroza, LPT

 Learning Outcomes:
a. Explain Metacognition in your own words;
b. Apply metacognitive strategies in your own
quest for learning as a novice or an expert learner.
 The most important goal of
education is to teach students
how to learn on their own.

“ 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
Metacognition???
It is not at all complicated. In fact,
we do metacognitive activities so
often in our daily lives.
When we sense that you are
experiencing some difficulty with a
topic you are studying, and you are
trying out different strategies to
learn better, you are practicing
metacognition.
John Flavell
He coined the term
“metacognition” which is
accordingly consisting both
Metacognitive Knowledge &
Metacognitive
Experiences/Regulation.
 METACOGNITION
“Thinking about thinking”

Refers to a 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 process.

Three categories of Metacognitive Knowledge:

• Person Variables
• Task Variables
• Strategy Variables
 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 one’s own learning process.
 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
what exactly needs to be accomplished, gauging its difficulty
and knowing the kind of effort it will demand from you.
 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.
 Meta-Attention
The awareness of specific strategies so that you can
keep your attention focused on the topic or task at
hand.
Your awareness of memory strategies that work
best for you.

Meta-Memory
Your awareness of memory strategies that work best
for you.
 Knowledge is said to be metacognitive if it is
keenly used in a purposeful manner to ensure that a
goal is met.

“I know that I (personal variable) have more difficulty with

my Science assignments than English and find Social Science
easier ( task variable), so I will do my homework in Science
first, then English, then Social Science (strategy variable).
The challenge here then to
educators is how to integrate more
activities that would build the
student’s capacity to REFLECT on
their own characteristics as learner
(self-knowledge), the tasks they are
to do ( task and the strategies that
they can use to learn ( strategic
knowledge).
 Metacognition involves
knowledge and skills which
YOU and YOUR STUDENTS can
learn and master.
 Teaching Strategies to
Develop Metacognition
1. Monitor the students,
2. Teach the STUDY/LEARNING STRATEGIES,
3. Let the students make predictions,
4. Relate ideas to existing knowledge structures,
5. Have students develop questions,
6. Help students to know when to ask for help
7. Transfer knowledge.
QUIZ TIME!