Castro, Tristan Floyd Pateno, Marvin V.

BSED-Y3 BEED-Y3

Facilitating Learner Centered Teaching

Metacognition
 Metacognition
Metacognition refers to
awareness of one's own
knowledge—what one does
and doesn't know—and
one's ability to understand,
control, and manipulate
one's cognitive processes
(Meichenbaum, 1985).
Meichenbaum,
1985
METACOGNITION
• It includes knowing when and
where to use particular
strategies for learning and
problem solving as well as how
and why to use specific
strategies.
Metacognition
Metacognition is the ability to
use prior knowledge to plan a
strategy for approaching a
learning task, take necessary
steps to problem solve,
reflect on and evaluate
results, and modify one’s
approach as needed.
Flavell (1976)
 Metacognition
Flavell (1976), who first used
the term, offers the following
example: I am engaging in
Metacognition if I notice that
I am having more trouble
learning A than B; if it strikes
me that I should double
check C before accepting it as
Flavell (1976) fact
Metacognitive knowledge
METACOGNITIVE KNOWLEDGE

Metacognitive knowledge involves

(a) learning processes and your beliefs
about how you learn and how you think
others learn, (b) the task of learning and
how you process information, and
(c) the strategies you develop and when you
will use them. Let us say you have to learn a
new language in 6 months. Here is how you
would think about it, using metacognitive
knowledge
METACOGNITIVE KNOWLEDGE

Learning Process:

I am good at learning new

languages and I think I can do this
in the time period I have been
given.
METACOGNITIVE KNOWLEDGE
Task of Learning:
•To complete this task, I will need to think about
the following:
•How soon can I get information to start learning
the language?
•How long will it take me to learn the language?
•What information is available to me to learn this
new language?
•Is this language similar to a language I have
learned before?
Will I be able to learn the language in time?
How hard will it be for me to learn this language?
 Elements of
Metacognition
Elements of Metacognition

Researchers distinguish between metacognitive knowledge

and metacognitive regulation (Flavell, 1979, 1987; Schraw &
Dennison, 1994). Metacognitive knowledge refers to what
individuals know about themselves as cognitive processors,
about different approaches that can be used for learning and
problem solving, and about the demands of a particular
learning task. Metacognitive regulation refers to adjustments
individuals make to their processes to help control their
learning, such as planning, information management
strategies, comprehension monitoring, de-bugging strategies,
and evaluation of progress and goals. Flavell (1979) further
divides metacognitive knowledge into three categories:
Elements of Metacognition

PERSON VARIABLES
• Includes how one views
himself as a earner 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.
Elements of Metacognition

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.
Elements of Metacognition

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.
Metacognitive experience
METACOGNITIVE EXPERIENCE

He said that one cannot

have knowledge without
having emotions.Bennett
(1933).
In metacognition, there
are feelings and emotions
ARNOLD BENNETT,
present that are related to
the goals and tasks of
learning.
METACOGNITIVE EXPERIENCE

These components of metacognition

speaks to metacognitive experience,
which is your internal response to
learning. Your feelings and emotions
serve as a feedback system to help you
understand your progress and
expectations, and your comprehension
and connection of new information to
ARNOLD BENNETT, the old, among other things.
METACOGNITIVE EXPERIENCE
When you learn a new language, for
example, you may recall memories,
information, and earlier experiences
in your life to help you solve the task
of learning a new language. In doing
this, your internal responses
(metacognitive experience) could be
frustration, disappointment,
happiness, or satisfaction.
METACOGNITIVE EXPERIENCE

Each of these internal responses

can affect the task of learning a
new language and determine your
willingness to continue. Critical to
metacognition is the ability to
deliberately foster a positive
attitude and positive feelings
toward your learning.
Cognitive and
Metacognitive
Strategies
COGNITIVE STRATEGIES ARE THE BASIC MENTAL ABILITIES WE USE
TO THINK, STUDY, AND LEARN

(e.g., recalling information from memory, analyzing

sounds and images, making associations between or
comparing/contrasting different pieces of
information, and making inferences or interpreting
text).
They help an individual achieve a particular goal,
such as comprehending text or solving a math
problem, and they can be individually identified and
measured.
Constructing understanding requires both
cognitive and metacognitive elements.
Learners “construct knowledge” using
cognitive strategies, and they guide, regulate,
and evaluate their learning using metacognitive
strategies. It is through this “thinking about
thinking,” this use of metacognitive strategies,
that real learning occurs. 
Metacognitive
Strategies
Metacognitive strategies are what you
design to monitor your progress related
to your learning and the tasks at hand. It
is a mechanism for controlling your
thinking activities and to ensure you are
meeting your goals.
Metacognitive strategies for learning a new
language can include the following:

1. monitoring whether you understand the

language lessons;

2. recognizing when you fail to comprehend

information communicated to you in the new
language;
3. identifying strategies that help you to
improve your comprehension;

4. adjusting your pace for learning the

information (for example, studying
for 2 hours, rather than 1 hour, every
day);
5. maintaining the attitude necessary to
ensure you complete the lessons in a
timely manner;

6. creating a check-in system at the end

of each week to make certain you
understand what you have learned.
Why Teach Metacognitive
Skills?
•Constructing understanding requires both cognitive
and metacognitive elements. Learners “construct
knowledge” using cognitive strategies, and they
guide, regulate, and evaluate their learning using
metacognitive strategies. It is through this “thinking
about thinking,” this use of metacognitive strategies,
that real learning occurs. As students become more
skilled at using metacognitive strategies, they gain
confidence and become more independent as
learners.
•Individuals with well-developed metacognitive
skills can think through a problem or approach
a learning task, select appropriate strategies,
and make decisions about a course of action to
resolve the problem or successfully perform the
task. They often think about their own thinking
processes, taking time to think about and learn
from mistakes or inaccuracies
Promoting Metacognition
PROMOTING METACOGNITION

•Instructors should take care not to do

the thinking for learners or tell them
what to do

•Effective instructors continually prompt

learners, asking “What should you do
next?”
PROMOTING METACOGNITION

• Some instructional programs encourage

students to engage in “Metacognitive
conversations” with themselves so that they
can “talk” with themselves about their
learning, the challenges they encounter, and
the ways in which they can self-correct and
continue learning.

•Instructors need to set tasks at an

appropriate level of difficulty
6 ways to promote
Metacognition
01 MODELING
Teachers can show students how they
determine the purpose of their reading,
monitoring their understanding, and use
other Metacognitive strategies by
sharing their annotations or through
read-a-loud.

02 REPORTING
Teachers ask student to track moments in
the text they find surprising, confusing, or
erroneous, then use students comments
to generate discussions.
03 TRACKING CHANGE

Teachers can use a poll to record

students attitude and notions about a
topic before and after reading a text, then
have students discuss how the text
informed their thinking.

04 After a student presents an

QUESTIONING

answer to a question teachers

follow up by asking, “ How did
you figure that out?”
05 ASSESSING
Student assess sample work to determine what
strategies were used and whether they were
effective , student can also compare two different
assignments to assess which one is more effective
and why.

06 REVISING
Students are given the opportunity
to revise their work, with the added
task of reflecting on what errors
they made the first time around
and how the learning process has
led them to see a problem
differently..
Effects of Metacognition
to learners
EFFECTS OF METACOGNITION TO LEARNERS

• As
students become more skilled at using
Metacognitive strategies, they gain confidence and
become more independent as learners.

•Individuals with well-developed Metacognitive

skills can think through a problem or approach a
learning task, select appropriate strategies, and
make decisions about a course of action to resolve
the problem or successfully perform the task.
EFFECTS OF METACOGNITION TO LEARNERS

• They often think about their own thinking processes, taking

time to think about and learn from mistakes or inaccuracies.

• Individuals who demonstrate a wide variety of

metacognitive skills perform better on exams and complete
work more efficiently
( they modify learning strategies as needed, identifying
blocks to learning and changing tools or strategies to ensure
goal attainment.)
EFFECTS OF METACOGNITION TO LEARNERS

• Metacognitive skills are not only excellent

tools for kids who learn differently. And often
find themselves struggling to keep up. They
also enable kids to self-regulate when faced
with challenges, especially unexpected ones.
 REFERENCES:

https://lincs.ed.gov/state-resources/federal-
initiatives/teal/guide/metacognitive

https://www.google.com/amp/s/childmind.org/article/how-
metacognition-can-help-kids/amp/

https://lincs.ed.gov/state-resources/federal-
initiatives/teal/guide/metacognitive?fbclid=IwAR0DVn1V2sTgK-
jRFu79_9vtGpjiDcmS6vqP7Wouh13caIqDqYIAxcYja78
Castro, Tristan Floyd Pateno, Marvin V.
BSED-Y3 BEED-Y3

Facilitating Learner Centered Teaching

Thank you !!!