Metacognition refers to thinking about thinking and includes planning, monitoring, and evaluating cognition. There are three components of metacognitive knowledge: declarative knowledge which is knowledge about things; procedural knowledge which is knowledge about how to do things; and conditional knowledge which is knowledge about when and why to apply cognitive acts. Metacognitive knowledge results from individuals' metacognitive experiences and depends on their metamemory or knowledge about memory. Instruction and practice help develop richer metacognitive and metamemory knowledge over time.

1. UNIT II-LESSON 5
METACOGNITION AND
METACOGNITIVE
KNOWLEDGE
PRESENTED BY: REMA NOTADA
AND LEAH MARIE SAPELINO
BSED ENG - 2B

2. METACOGNITION:
> thinking about thinking (planning)
> thinking about knowing (monitoring)
> cognition about cognition (evaluating)

3. COMPONENTS OF METACOGNITION
Knowledge about things
Knowledge about one's
own abilities
Knowledge about factors
affecting one's own
performance
DECLARATIVE KNOWLEDGE

4. Knowledge on how to do
things
Knowledge on how to
execute skills
PROCEDURAL KNOWLEDGE

5. Knowledge on when and why to
apply cognitive acts
Knowledge on when a strategy
is appropriate
CONDITIONAL KNOWLEDGE

6. DECLARATIVE KNOWLEDGE
01 02
PERSONAL
KNOWLEDGE
Learner's knowledge about things. It is also
refers to the learner's understanding of own
abilities, and the knowledge about oneself as
a learner and of the factors that moderates
one's performance. This type of knowledge is
not accurate as the learner's evaluation of his
or her capabilities may be reliable. Learner's
semantic rules is one of the basic example of
declarative knowledge.

7. PROCEDURAL KNOWLEDGE
01 02
TASK
KNOWLEDGE
This knowledge involves how to do things and
how skills or competencies are executed. The
assessment on the learner's task knowledge
include what's knowledge is needed (contents)
and the space available to communicate what
is known (length). A learner given a problem-
solving task, for instance, knows the
prerequisite information and prior skills are
necessary to be recalled and readily executed
at the given time to solve problem.

8. CONDITIONAL KNOWLEDGE
01 02
STRATEGY
KNOWLEDGE
It refers to the ability to know when
and why various cognitive acts
should be applied. It involves using
strategies to learn information
(knowing how to know) as well as
adopting them. To novel context
(knowing when a strategy is
appropriate).

9. METACOGNITIVE KNOWLEDGE
Result of individuals metacognitive experiences. Flavell
(1979) explain them as experiences that "an individual has
through which knowledge is attained, or through regulation
occurs". A learner who obtained low scores on knowledge
and skill test becomes aware that he/she has low
declarative and procedural knowledge.

10. METACOGNITIVE KNOWLEDGE
Similarly, metacognitive knowledge depends so much on the learners
metamemory, the knowledge of what memory is, how it works, and
how to remember things. Through instruction and individual effort,
metamemory develops overtime. For instance, learners who have been
taught how to organize information and use rehearsal strategies have
richer metamemory. They can retrieve declarative, procedural, and
conditional knowledge when required by the task.

11. THANK YOU