METACOGNITION

Prayer: https://www.youtube.com/watch?v=slk5kID_DeM&t=25s
WHAT ARE YOUR THOUGHTS?

How will you facilitate learning and teaching in

the secondary level?
Learning Outcomes
At the end of the discussion, the students can:

a.) discuss metacognitive knowledge using a situation,

b.) apply metacognitive strategies in your own guest for
learning as a novice or an expert; and
c.) reflect on the video how to teach children to apply
metacognition.
 “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
Metacognition John Flavell

Refers to the learners’

understanding and control of
their cognitive processes

(Kauchak & Eggen, 2007)

https://www.youtube.com/watch?v=f-4N7OxSMok
John Flavell

Metacognition

“thinking about thinking”

“learning how to learn”

https://www.youtube.com/watch?v=f-4N7OxSMok
Planning
● Learners think about the learning goal the teacher has
set and consider how they will approach the task and
which strategies they will use.
“What am I being asked to do?’
‘Which strategies will I use?’
‘Are there any strategies that I have used before that
might be useful?’
Monitoring
● Learners implement their plan and monitor the progress
they are making towards their learning goal.

‘Is the strategy that I am using working?’

‘Do I need to try something different?’
 Evaluation
● Students determine how successful the strategy they
used was in helping them to achieve their learning goal.

‘How well did I do?’

‘What didn’t go well?’ ‘What could I do
differently next time?’
‘What went well?’ ‘What other types of problem
can I use this strategy for?’
Reflection
● Encouraging learners to self-question throughout the
process will support this reflection.
Types of Knowledge
Used in the
Metacognition
Process
a. Declarative Knowledge
● Knowledge about the self
as learner, factors that
influence the person’s
learning and memory and
the skills, strategies, and
resources needed to
perform a task.
b. Procedural Knowledge
● It is knowing how to use
strategies in different
occasions or conditions.
c. Self-regulating Knowledge
● Knowing the conditions as
to when to apply the
procedures and strategies to
ensure completion of the
task.
 Acquired knowledge about
cognitive processes, knowledge
that can be used to control over
IVE
the cognitive processes.
N I T
ETA CO G
d. M L E D GE
KNOW

https://www.youtube.com/watch?v=5S3pKSX9ICs
3 Categories of
Task Variable
Metacognitive Knowledge about the nature
of the task as well as the
Knowledge (Flavell) type of processing demands
that it will place upon the
individual

Person Variable
Strategy Variable
Knowledge how human
beings learn and process Knowledge involves the
information, as well as awareness of the strategy
individual knowledge of you are using to learn a
one’s own learning topic and evaluating
processes. whether this strategy is
effective
Strategy Variable

Meta-attention
Is the awareness of specific
strategies so that you can keep
your attention focused on the
topic or task at hand.
Meta-memory
Is your awareness of
memory strategies that work
best for you
 Practice of Metacognition (Omrod)

• 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.
 Practice of Metacognition (Omrod)

• Knowing which learning

strategies are effective and
which are not.
• Planning an approach to a
learning task that is likely to
be successful.
 Practice of Metacognition (Omrod)

• Using effective learning

strategies to process and
learn new material
• Monitoring one’s own
knowledge and
comprehension
 Practice of Metacognition (Omrod)

• 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.
 Metacognitive
Strategies to
Facilitate Learning
 Metacognition
involves
knowledge and
skills which you
and your students
can learn and
master.
 Teaching
Strategies to
Develop
Metacognition
1. Monitor their
own learning and
thinking
 Question
Tune in
Think of questions
Paying attention
about what he will
and ready to learn
learn

(TQLR)
younger
students
Listen Remember
The learner Use ways or
intentionally exert strategies to
effort to listen remember
PQ4R – older students

Preview Question Read

Scan the whole chapter Read guide question or Highlight important words
think your own question

Recite Review Reflect

Work on answering the Pinpoint topics you need to Is it clear, relevant or
questions go back useful?
3. Make
predictions about
information to be
presented next
based on what
they have read.
4. Relate ideas
to existing
knowledge
structures
5. Develop
questions
6. Know
when to ask
for help
7. Transfer
knowledge,
attitudes, values,
skills to other
situations or task.

https://www.youtube.com/watch?v=LZHQltfMekA
 Aspect of Learning Novice Learner
Knowledge in different subject Have limited knowledge in the
areas different subject areas
Problem Solving Satisfied at just scratching the
surface; hurriedly gives a solution
to the problem
Learning/thinking strategies Employ rigid strategies that may
not be appropriate to the task at
hand
Selectivity in Processing Attempt to process all information
they receive
Production of Output Do not examine the quality of their
work, nor stop to make revisions.
Expert Learner
Have deeper knowledge in
different subject areas because
they look for interrelationship in the
things they learn
First try to understand the problem,
look for boundaries, and create a
mental picture of the problem
Design new strategies that would
be appropriate to the task at hand
Select important information to
process; able to breakdown
information to manageable chunks
Check their errors and redirect
their efforts to maintain quality
output
 Assessment
● Make a game plan on how to apply metacognition to
improve your study skills.
 Assignment
● Watch short video of the author’s daughter sharing how
her Grade 2 teacher taught them about TQLR.
○ What did you learn from the video? Not less than 150
words.

○ Link: http://www.youtube.com/watch?
v=IfXdWeAzgCo
Reference:
● Aquino (2015). Facilitating Human Learning (2nd
Edition)
● Corpuz & Lucas (2020). Facilitating Learner-
Centered Teaching (5th Edition)
Thank you