1. Republic of the Philippines
Tarlac State University
College of Education
Lucinda Campus, Tarlac City
Summer 2014
Chapter III: Cognitive and Metacognitive Factors of
Learning
Topic: Learning Strategies and Metacognitive Processes
Submitted by:
Maybelle T. De Leon
BSED 1D-1 (Sched 4)
Submitted to:
Mrs. Felicitas Quilondrino
Professor

2. Learning Strategies
1. Cognitive Strategies
- are those strategies that can be applied to learning problems, such as
paraphrasing, re-reading, estimating, outlining, or guessing from text.
2. Metacognitive Strategies
- include recognizing the strategy is needed, selecting strategies, memorizing or
rehearsing strategies, and assessing the helpfulness of the strategies.
Schumaker and Deshler (1992) developed and validated an instructional sequence of steps
for teachers to use in teaching various learning strategies to students. These are:
1. Pre-test: Measure students’ skill prior to training and their commitment in
learning.
2. Describe: Explain the steps of the strategy, where the strategy can be applied,
and how the strategy will be beneficial to students.
3. Model: Demonstrate how to use the strategy by “thinking aloud” while applying
the strategy to content material.
4. Verbal Practice: Students memorize the strategy steps and key usage
requirements.
5. Controlled Practice: Ensure student mastery of strategy using simplified
materials in controlled settings.
6. Grade- appropriate practice: Ensure student mastery of the strategy of
situations similar to those in the students’ general education classrooms.
7. Post-test: Measure students’ skill following training.
8. Generalization: Help students apply strategies in general education to non-
academic settings.
In addition, mnemonics are also helpful, in helping students remember strategies.
Strategies for enhancing memory:
 Imagery. One of the most common and useful methods of remembering information is
to use mental imagery.
 Elaborative interrogation. Elaborative interrogation is a simple strategy to enhance
memory for facts.

3.  Acronyms. An acronym is a series of letters that spell a word (or something like a word)
with each letter in the acronym representing another word.
 Summarizing. Summarization is one strategy that has been demonstrated to enhance
memory for main ideas.
 Keyword Method. The keyword method is a well-researched mnemonic that has been
clearly demonstrated to enhance memory for definitions of scientific words, foreign
language vocabulary, and associating an object with its attributes.
The truth is, most students are unaware of the metacognitive process. With that in
mind, consider the following three main reasons to teach metacognitive strategies.
1. To develop in students a deeper understanding in text
2. To take students' thinking to a higher level
3. To steer students into adulthood