3. The most important goal of education is to
teach students how to learn on their own. It is a
vital that students acquire the skills of how to
learn; and that these skills enable them to learn
not just while they are in school but for a life
time.
This entails a deeper awareness of how one
process information, the ability to evaluate his own
thinking and to think of ways to make his own learning
process more effective. All these involve
METACOGNITION.
5. METACOGNITI
ON
The term “metacognition” was coined
by John Flavell.
Metacognition, simply put, is
“thinking about thinking” or “learning
how to learn”.
It refers to higher-order thinking which
involves active awareness and control
over the cognitive processes engaged in
learning.
6. Metacognitive Knowledge
According Flavell (1979, 1987), metacognition consists of both
metacognitive knowledge and metacognitive experiences or
regulation.
Metacognitive knowledge refers to
acquired knowledge about
cognitive processes; knowledge can
be used to control cognitive
processes.
Metacognitive Experience
or Regulation
Metacognitive experiences involve the use of
metacognitive strategies or metacognitive
regulation (Brown, 1987). Metacognitive
strategies are sequential processes that one
uses to control cognitive activities, and to
ensure that a cognitive goal (e.g.,
understanding a text) has been met.
3 C A T E G O R I E S
Flavell
8. Person Variable
This includes how one views himself as a
and thinker. Knowledge of
variables refers to knowledge
learner
person
about how human being learn and
process information, as well as individual
knowledge of one’s own learning
processes
Example:
You may be aware that your study more effectively if you study
very early in the morning than late in the evening.
9. Task Variables
Knowledge of task variable 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
accomplished, gauging its difficulty
knowing what exactly needs to be
and
knowing the kind of effort it will demand
from you.
Example:
You may be aware that it will take more time for you to read and
comprehend a book educational philosophy than it would for you
to read and comprehend a novel.
10. Strategy Variables
Knowledge of strategy variables involves
awareness of the strategy you are using to
learn a topic and evaluating whether this
strategy
strategy
is effective. If you think your
is not working, then you may
think of various strategies and try out one
to see if it will help you learn better
11. Meta- memory is your
awareness of memory
strategies that work best for
you.
Meta- attention is
awareness
the
specific
strategies so
keep your attention
of
that you can
focused
META-ATTENTION META-ATTENTION
on the topic or task at hand.
These three variables all interact as you learn and apply metacognition
12. Omrod, includes the
following in the
practice of
metacognition:
Knowing the limit of one’s own learning and memory capacities
Knowing the learning tasks one can realistically accomplish within a certain
amount of time
Knowing which learning strategies are effective and which are not
Planning an approach to a learning task that is likely to be successful
Using effective learning strategies to process and learn new material
Monitoring one’ own knowledge and comprehension. In other words,
knowing when information has been successfully learned and when it’s not.
Using effective strategies for retrieval of previously stored information.
13. Omrod, includes the
following in the
practice of
metacognition:
Knowledge is said to be metacognitive if it is keenly used in a purposeful
manner to ensure that a goal is met. For example, a student may use
knowledge in planning how to do homework; “I know that I (person
variable) have more difficulty with my science assignments than English and
find Araling Panlipunan easier (task variable), so I will do my homework in
variable).” If
science first, then language
one is only
arts,
aware
then
about
Araling Panlipunan. (Strategy
one’s cognitive strengths or
weaknesses and the nature of the task but does not use this to guide or
oversee hi/her own learning, then no metacognition has been applied.
14. Huitt believes that metacognition includes the ability to ask
and answer the following types of questions:
What do I know about the subject, topic, issue?
Do I know what do I need to know?
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?
15.
16. Metacognitive Strategies
to Facilitate Learning
• The challenge then to future teacher teachers like you is
to integrate more activities that would build your
students’ capacity to reflect own their own
characteristics as learners (self-knowledge), the task they
are to do (task knowledge) and the strategies that they
can use to learn (strategic knowledge). Remember,
metacognition is like any another thing you will teach.
Metacognition involves knowledge and skills which you and your
students can learn and master.
17. Manager Marketing Business Head
2. Teach students study or learning strategies
Manager
Examples of teaching strategies
to develop metacognition:
1. Have students monitor their own
(Example: have student
learning
monitor
and thinking
a peer’s
leaning/thinking/behaving in dyad)
18. Manager
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 first important for the learner himself to be aware that he is paying attention, and
that he is ready to learn.
Qis for Question. The learner is given questions or he thinks of questions about what he will soon learn.
Lis for Listen. The learner then intentionally exerts effort to listen. He becomes aware if he is
momentarily distracted and goes back to listen again.
Ris for Remember. The leaner uses ways or strategies to remember what was learned.
19. Manager
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. (But please don't stop at the summary
alone. No. No. No. This is not a good idea at all. Read the whole chapter!)
Q -Question. Read the guide questions provided, or think of your own questions about the topic
R- Read. Check out the subheading 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. (Do not highlight the whole paragraph!)
20. Manager
PQ4R
R- Recite. Work on answering the questions who had earlier.
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?
R- Review. Pinpoint topics you may need to go back and read in order
to understand better.
21. Manager Marketing Business Head
4. Have students relate ideas to existing knowledge structures (Important to
have relevant knowledge structures well learned)
Manager
Examples of teaching strategies
to develop metacognition:
3. Have students make predictions about the information to be presented next based
on what they have read
5. Have students develop questions; ask questions of themselves, about what's
going on around them (Have you asked a good question today?)
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 how to transfer knowledge, attitudes, values, and skills to
23. 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. A very important factor that
separated these two types of learners mentioned is
metacognition. Expert learners employed metacognitive
strategies in learning. They were more aware of their learning
process as they read, studied and did problem solving. Expert
learners monitored their learning and consequently adjusted
their strategies to make learning more effective.
24. The table below shows the difference between a novice learner and an expert learner.
Differences between Novice and Expert Learners
Aspect of Learning Novice Learners Expect Learners
Knowledge in different subjects’
areas
Have limited knowledge in the
different subject areas
Have deeper knowledge in
different subject areas because
they look for interrelationships in
the thing, they
learn
Problem solving Satisfied a just scratching the
surface; hurriedly gives a solution
to the problem
First try to understand the
problem, look for boundaries, and
create a mental picture of the
problem
Learning/thinking strategies Employ rigid strategies that may
not be appropriate to the task at
hand
Design new strategies that would
be appropriate to the task at and
Selectivity in Processing Attempt to process all information
they receive
Select important information to
process; able to breakdown
information to manageable
chunks
25. Novice and Expert
Learners
• For a child in kindergarten or younger, follow this procedure.
• Tell the child that you are going to say a list of 10 words, and you want the child to remember the words
and you'll ask the child to repeat the list in a little while. Remind the child to listen closely, and then say the
list slowly (about one word every second or two).
• Ask the child the following series of questions:
• How many words do you think you will remember? What do you need to do with words? are you good at
remembering? to remembering?
• Do some filler questions (what are your favorite things, what do you like to do... to fill up about 5
minutes between giving the list and now).
• Ask the child to list all the words you asked them to remember. (record their list) Ask the child what did
to the help them remember. Did it work?
• Tell the child you are also going to tell them a story and that you want them to listen carefully and retell
the story JUST LIKE YOU TOLD IT. Tell the story you rewrote.
• Bring a children's book of appropriate age. Using the book, ask children questions like, “Where is the
title of the book," “Where does it tell who wrote the book", and “Where’s the beginning and where is the end
of the book". (These are essentially filler questions}.
26. Novice and Expert
Learners
• Ask the child to retell the story, reminding them they should retell it in the order you told it. Thank the child for helping
you.
• For a child in first age or older, do the following:
• Tell the child that you are going to say a list of 10 words, and you want the child to remember the words and you'll ask
the child to repeat the list in the little while. Remind the child to listen closely, and then say the list slowly (about one word
every second or two).
• Ask the child the following series of questions: How many words do you think you will remember? What do you need to
do to remember the words? Are you good at remembering? What kinds of things do you do to help you remember things?
Does your teacher give your ideas to help you remember things? What different ideas has your teacher given you?
• Do you remember some specifics examples of things you have learned in school to help you remember things? Do you
use them? Do you think they are helpful? Ask the child to list all the words you asked them to remember. (record their list)
Ask the child what they did to help them to remember. Did it work? Tell the child you are also going to tell them a story and
that you want them listen carefully and retell the story JUST LIKE YOU TOLD IT. Tell the story you rewrote. Ask the following
series of questions: Do you like to read, why or why not? Is there something that could change at school that might make
you like reading more (even more)? What kinds of things do you read at school? Do you get to choose some of the things
you read at school? Do you read outside of school- if so, what do you like to read? Why do you prefer to read those kinds of
things/books? If you don't read outside of school, why? Do you think reading is important? Many people think that reading
well helps you do better in school - do you? Why or why not? What kinds of things do you do when reading to make sure you
understand what you are reading? Has your teacher helped you learn ways to help you read better? To help you understand
27. EXERCISES:
Directions: Do the following:
1. How can you develop your metacognitive skills?
2. Based on the principles of Metacognition, prepare your own
metacognitive game plan on how you
can apply metacognition to improve your study skills.
28. Interview 3 different children- one age 4 – 6, one age 7-9, one age 10 or older. (30 points)
These will be semi-structured clinical interviews. Record the questions you ask and the child’s answer. You do not have to ask
the questions exactly as they are posed below, but the question should be very similar. Follow up with additional questions when
children seem like they have more they can tell you. Remember to record any follow up questions you ask. You do NOT have to
rewrite the notes you take while conducting the interviews, but you do need to hand them in.Develop the list of 10 UNRELATED
but common words. Take a familiar story (like a fairy tale of a fable) and rewrite it so it is OUT OF ORDER (it may help to actually
write out the story so that you do tell it out of order).
• For a child in kindergarten or younger, follow this procedure.
• Tell child that you are going to say a list of 10 words, and you want the child to remember the
• words and you’ll ask the child to repeat the list in a little while. Remind the child to listen closely, and
• then say the list slowly (about one word every second or two).
• Ask the child the following series of questions:
• How many words do you think you will remember? What do you need to do to remember the
• words? are you good at remembering?
• Do some filler questions (what are your favorite things, what do you like to do… to fill up about 5
• minutes between giving the list and now).
• Ask the child to list all the words you asked them to remember. (record their list)
• Ask the child what did they to the help them remember? Did it work?
• Tell the child you are also going to tell them a story and that you want them to listen carefully
• and retell the story JUST LIKE YOU TOLD IT. Tell the story you rewrote.
• Bring a children’s book of appropriate age. Using the book, ask children questions like, “where is
• the title of the book,” “where does it tell who wrote the book”, “where’s the beginning and where is the
• end of the book”. {These are essentially filler questions Ask the child to retell the story, reminding them they should retell it in
the order you told it.
• Thank the child for helping you.
29. For a child in first age or older, do the following:
Tell the child that you are going to say a list of 10 words, and you want the child to remember the words and you’ll ask the
child to repeat the list in the little while. Remind the child to listen closely, and then say the list slowly (about one word every
second or two).
Ask the child the following series of questions:
How many words do you think you will remember? What do you need to do to remember the words? Are you good at
remembering? What kinds of things do you do to help you remember things? Does your teacher give your ideas to help you
remember things? What different ideas has your teacher given you?
Do you remember some specifics examples of things you have learned in school to help you remember
things? Do you use them? Do you think they are helpful?
Ask the child to list all the words you asked them to remember. (record their list)
Ask the child what they did to help them to remember. Did it work?
Tell the child you are also going to tell them a story and that you want them listen carefully and retell the story JUST LIKE
YOU TOLD IT. Tell the story you rewrote.
Ask the following series of questions: Do you like to read, why or why not? Is there something that could change at school
that might make you like reading more (even more)? What kinds of things do you read at school? Do you get to choose some
of the things you read at school? Do you read outside of school- if so, what do you like to read? Why do you prefer to read
those kinds of things/books? If you don’t read outside of school, why?
Do you think reading is important? Many people think that reading well helps you do better in
school – do you? Why or why not?
What kinds of things do you do when reading to make sure you understand what you are reading? Has your teacher helped
you learn ways to help you read better? To help you understand and remember what you read?
Ask the child to retell the story, reminding them they should retell it in the order you told it.
Thank the child for helping you.
