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1. MARY GRACE C. JAMON
Instructor

2. Group Activity:
In your own words, brainstorm
to come up with your own
definition of the following terms:
1.FACILITATE
2. LEARNER
3. ENVIRONMENT
4. STUDENT-CENTERED
5. TEACHER- CENTERED

6. METACOGNITION
This term was coined by John Flavell (1979,1987).
It consists of both metacognitive knowledge and
metacognitive experiences or regulation.
“thinking about thinking” or “learning how to learn”
It refers the H.O.T.S.

7. Metacognitive knowledge
 When and how to use particular strategies
for learning or problem solving.
3 CATEGORIES OF METACOGNITIVE
KNOWLEDGE
 1. Person Variables
 2. Task Variables
 3. Strategy Variables

8. 1. PERSON VARIABLES
Refers to knowledge about how
human beings learn and process
information, as well as
individual knowledge of one’s
own learning processes.

9. 2. TASK VARIABLES
It includes knowledge about the nature
of the task as well as the type of
processing demands.
Knowing what exactly needs to be
accomplished , gauging its difficulty
and knowing the kind of effort it will
demand for you.

10. 3. STRATEGY VARIABLES
It involves awareness of the strategy
you are using to learn a topic and
evaluating whether this strategy is
effective.

11. Example:
I know that I have difficulty with
word problems, so I will answer
the computational problems
first and save the word problems
for last. – Livingston (1997)
Person
Variable
Task
Variable
Strategy
Variable

13. Let’s try!
I know that I have more difficulty
with my Science assignments than
English and find Araling Panlipunan
easier, so I will do my homework in
Science first, then Language Arts,
then Araling Panlipunan.

14. Let’s try!
I know that I have more difficulty with
my Science assignments than English
and find Araling Panlipunan easier, so
I will do my homework in Science
first, then Language Arts, then Araling
Panlipunan.
Person
Variable
Task
Variable Strategy
Variable

15. Types of Teaching Principles
Types of
Principles
Definition
1. Starting Involves the nature of the learner and his
psychological and physiological endowments
which make education possible.
2. Guiding Refers to the procedure, methods of instruction
or agglomeration of techniques by which the
learner and teacher may work together towards to
the accomplishments of the goals or objectives of
education.
3. Ending Refers to educational goals, objectives, outcomes,
purposes or results of the whole educational
scheme to which teaching and learning are
directed.

16. Metacognitive experience
/regulation
Regulation of cognition and
learning experiences through a set
of activities that help people
control their learning.

17. Meta-attention
Is the awareness of specific
strategies so that you can keep your
attention focused on the topic or
task at hand.

18. Meta-memory
Awareness of memory strategies
that work best for you.

21. 7 TEACHING STRATEGIES
TO DEVELOP
METACOGNITION
1. Have students monitor
their own and thinking.

22. TEACHING STRATEGIES TO
DEVELOP METACOGNITION
 1.

23. TQLR- This can be taught to younger students.
A metacognitive strategy before listening to a story.
 T- Tune in. Paying attention, and he is
ready to learn
 Q-Question . Student ask questions or he
thinks of questions about what he will soon
learn.
 L-Listen. The student then intentionally
exerts effort to listen.
 R- Remember. The student uses ways of
strategy to remember what was learned.

25. 3. Have students make predictions
about information to be presented
next based on what they have read.
4.Have students relate ideas to
existing knowledge structures
5.Have students develop questions;
ask questions of themselves, about
what’s going on around them.

26. 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, skills
to.

27. Prelim Quiz #1

31. I. Application: (Group Activity)
MAKE YOUR OWN OUTPUT:
A song, chant, poster, question list
on any of the seven strategies
discussed about Metacognition.
Title: __________________________
Purpose: _______________________
Explanation: ____________________

32. I. Based on the principles of
Metacognition, create your own activity
or game which improve your thinking
skills.
Perform or present your activity or
game in the class.
Write your activity or game in a 1 whole
sheet of paper.

34. GROUP ACTIVITY
14 Learner-
Centered
Principles
Motivational
& Affective
Factors
(3 principles)
Individual
Difference
Factors
(3 principles)
Developmental
& Social Factors
(2 principles)
Cognitive and
Metacognitive
Factor
(6principles)

35. Group 1- Cognitive and Metacognitive
Nature of the learning process
Goals of the learning
Construction of knowledge
Strategic thinking
Thinking about thinking
Context of Learning

36. Group 2- Motivational and Affective
Factors
Motivational and Emotional
influences on learning
Intrinsic motivation to learn
Effects of motivation on effort

37. Group 3-Developmental and Social
Developmental influences on
learning
Social influences on learning

38. Group 4-Individual Differences Factors
Individual differences in learning
Learning and diversity
Standards and assessments

39. Group 5- Summary of the 14 principles
and distilled them into five areas:
The knowledge base
Strategic processing and control
Motivational and affect
Development and Individual
Differences
Situation or context

40. Application:
Make a poster about
Learner- Centered
Classrooms.
Note: Use white
cartolina and
coloring materials to
make your poster
creative.