The document discusses metacognition, which refers to thinking about one's own thinking. It describes metacognition as consisting of metacognitive knowledge and regulation. Metacognitive knowledge includes knowledge of person variables like one's own learning processes, task variables like the demands of a task, and strategy variables like which learning strategies are most effective. The document also outlines several metacognitive strategies that can help facilitate learning, such as monitoring one's own learning, making predictions, and transferring knowledge to new situations. Finally, it contrasts the characteristics of novice learners and expert learners, noting that experts have deeper knowledge and apply problem-solving strategies more effectively.

2. Metacognition
The term "metacognition" was coined by John Flavell.
According to Flavell (1979,1987), metacognition consist of both
metacognitive knowledge and experiences or regulation
Metacognition 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
Flavell further divides metacognitive knowledge into three
categories: knowledge of person variables, task variables and
strategy variables.

3. Person Variables
• This includes how to views himself as a learner and thinker. Its
refers to knowledge about how human beings learn and process
information, as well as individual knowledge of one's own learning
processes.
Task Variables
• This includes knowledge about the nature of the task as well as
the type of processing demands that it will place upon the
individual. Knowing about what exactly needs to be
accomplished, determine its difficulty and knowing the kind of
effort it will demand from you.

4. Strategy Variables
• It's involved awareness of the strategy you are using to learn a
topic and evaluating whether this strategy is effective.
Various strategy that may help you learn better, like Meta-attention
and Meta-memory.
Meta- attention -is the awareness of specific strategy so that you
can keep your attention focused on the topic or task.
Meta-memory -is your awareness of memory strategies that work
best for you.

5. Omrod includes the following in the practices of metacognition
• Knowing the limits of one's own learning and memory capacities
• Knowing what learning task 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's own knowledge and comprehension
• Using effective strategies for retrieval of previously stored information
• Knowledge is said to be metacognitive if it's keenly used in a purposeful
manner to ensure that a goal is met

6. Huitt believes that metacognition includes the ability to ask and
answer the following types of question:
• What do I know about this subject, topic, issue?
• Do I know what 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 sow?
• 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's not working to my
expectations/satisfaction

7. Metacognitive Strategies to Facilitate Learning
-Metacognition involves knowledge and skill which you and your students can
learn and master
Here are some exmples of teaching strategies to develop metacognition
1. MONITOR - their own learning and thinking.
2. Teach students study or learning strategies:
TQLR- it is a metacognitive strategy before listening to a story or
presentation.
• T- is for tune-in – important for the learner himself to be aware and he/she
is paying attention and ready to learn.
• Q- for question - the learner is give queation or he thinks question about
what he/she will soon learn.
• L- listen - learner exert effort to listen.

8. • R- remember –learners uses ways to strategies to remember what ws
learned.
PQ4R- usually for older students, in the intermmediate levels onward. This
strategies is use to study a unit or chapter.
• P-Preview – soon the whole chapter before delving on each paragraph.
Look for outline
• Q-Question – read the guide question provided, or think of your own
question about the topic
• R- Read – check out sub headings as you read, pay attention on words that
are printed in bold or italicized.
• R-recite –work on answering the question you had earlier
• R- review – pinpoint topics you may need to go back to and read in order to
understand better
• R- reflect - think about what you read. It everything clear to you. What are
the main poin you’ve learned.

9. .
3. Make predictions – about information to be presented next.
4. Relate ideas to exixting knowledge structures- it is important to
have relevant knowledge structures well learned.
5. Develop questions – about whats going on around them.
6. Know when to ask for help – he/she must be able to self monitor,
require students to show how they attemped to deal with the
problem of their own.
7. Transfer- Knowledge, attitudes, values, skill to other situation or
task

10. Novice and Expert Learners
Novice learner - are well-intentioned folks who are typically brimming with
enthusion while lacking actual knowledge about the subject being tought.
Expert learner – are able to apply what they learn to create a for more
intuitive way of working.

11. Differences between Novice and Expert Learners
Aspect of Learners Novice Learners Expert of Learners
Knowledge on different
subject areas
• Have limited knowledge in the
deffirent subject areas
• Have deeper knowledge in
deffirent subject areas
because they look for
interrelationships in the
things they learn
Problem Solving • Satisfied at just scratching the
surfaces, hurriedly gives a
solution to they problem
• Fist try to ubderstand the
problem, 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
bwould be appropriate to
the task at hand

12. Selectivity in processing • Attemt to process all
information they receive
• Select important
information to process;
able to breackdown
information to manageable
chunks
Production of Output • Don not examine the quality of
their work, nor stop to make
revisions
• Check their errors and
redirect their efforts to
maintain quality output
Stop and pause a while. Are you a novice learner? Or an expert one?
Strive to apply the concepts of metacognition in your wolrd of learning,
and for sure you will be on your way to be an expert learner, probably an
expert teacher, too!