FACILITATING

LEARNER-CENTERED
TEACHING
METACOGNITION
METACOGNITION
“beyond”

METACOGNITION
process of acquiring knowledge
mental processes
thinking
METACOGNITION
 beyond thinking
 thinking about thinking
 learning how to learn
 JOHN FLAVELL

● Metacognitive Knowledge
refers to what individuals know
about their own cognitive processes
● Metacognitive Experiences
refers to a real-time monitoring and
control of the cognitive processes
during specific activities
CATEGORIES OF METACOGNITIVE
KNOWLEDGE

PERSON VARIABLES
includes how one views himself as a
learner and thinker.
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.
STRATEGY VARIABLES
involves awareness of the strategy used to learn a
topic and evaluating whether this strategy is effective.
CATEGORIES OF METACOGNITIVE
KNOWLEDGE

STRATEGY VARIABLES
Meta-attention
awareness of specific strategies to keep
your attention focused on the topic or task
at hand.
Meta-memory
awareness of memory strategies that work
best for you.
METACOGNITIVE
STRATEGIES TO
FACILITATE
LEARNING
METACOGNITIVE STRATEGIES TO FACILITATE
LEARNING
Have students monitor their own learning and thinking.

Teach students study or learning strategies. TQLR | PQ4R

T – Tune in P – Preview
Q – Question Q – Question
L – Listen R – Read
R – Remember R – Recite
R – Review
R – Reflect
METACOGNITIVE STRATEGIES TO FACILITATE
LEARNING
Have students make predictions about information to be
presented next based on what they have read.

Have students relate ideas to existing new knowledge

structures.

Have students develop questions.

METACOGNITIVE STRATEGIES TO FACILITATE
LEARNING

Help students to know when to ask for help.

Show students how to transfer knowledge, attitudes,

values, skills to other situations or tasks.
NOVICE VS EXPERT LEARNERS
Novice Learner
A person with poor learning
strategies, which results to
shallow learning.
Person who just started
learning.
Expert Learner
Person who applies
metacognitive strategies in
learning, which constantly
monitors their learning to
condequently adjust their
strategies to make learning
more effective.