The document discusses metacognition, defined as 'thinking about thinking,' emphasizing its importance in enhancing learning by facilitating self-awareness about one's own cognitive processes. It outlines various components of metacognitive knowledge, such as person, task, and strategy variables, and presents teaching strategies that can help students enhance their metacognitive skills. Additionally, it highlights the distinction between novice and expert learners, asserting that expert learners effectively employ metacognitive strategies in their educational endeavors.

1. Module 1:
metacognition
FACILITATING LEARNER-CENTERED TEACHING

2. Learning outcomes:
•Explain metacognition in your own
words
•Apply metacognitive strategies in your
own quest for learning as a novice or an
expert learner

3. Metacognition
“thinking about thinking”
Metacognition
and
Development
Metacognition
Knowledge
Variables
Application of
Metacognition
leads want to be
an expert learner
Learners who do
metacognition
remain to be
novice learners
Teaching
strategies to
develop
metacognition
Person Variables
Task Variables
Characteristics of
expert learners
Strategy
Variables
Characteristics of
novice learners

4. “if you teach person what to learn,
you are preparing that person for
the past. If you teach a person how
to learn, you are preparing that
person for the future”
-Cyril Houle

5. The most important goal of education
is to teach students how to learn on
their own.

6. The term "metacognition" was coined
by John Flavell. According to Flavell
(1979, 1987), metacognition consists
of both metacognitive knowledge and
metacognitive experiences or
regulation.

7. Metacognitive Knowledge
• The learner’s knowledge of their
own cognitive abilities
• The learner’s knowledge of
particular tasks
• The learner’s knowledge of
different strategies that are
available to them and when they
are appropriate to the tak.

8. Metacognitive Experience or Regulation
• Refers to a person’s awareness and feelings
elicited in a problem-solving situation
(e.g., feelings of knowing), and
metacognitive skills are believed to play a
role in many types of cognitive activity
such as oral communication of
information , reading comprehension,
attention and memory.

9. METACOGNITION
• "thinking about thinking" or "learning how to learn“
• higher-order thinking which involves active awareness
and control over the cognitive processes engaged in
• Metacognitive knowledge refers to acquired knowledge
about cognitive processes, knowledge that can be used
to control cognitive processes
• Metacognitive knowledge has three categories:
knowledge of person variables, task variables, and
strategy variables

10. PERSON VARIABLES
• how one views himself as a learner and
thinker knowledge about
• how human beings learn and process
information, as well as individual
knowledge of one's own learning processes

11. EXAMPLE
PERSON VARIABLES
You may be aware that you study more effectively if
you study very early in the morning than late in the
evening, and that you work better in a quiet library
rather than at home where there are a lot of things
that make it hard for you to focus and concentrate

12. TASK VARIABLES
• knowledge about the nature of the task as
well as the type of processing demands that
it will place upon the individual
• knowing what exactly needs to be
accomplished, gauging its difficulty and
knowing the kind of effort it will demand
from you

13. EXAMPLES
TASK VARIABLES
You may be aware that it takes more time for
you to read and comprehend a book in
educational philosophy than it is for you to
read and comprehend a novel.

14. STRATEGY VARIABLES
• awareness of the strategy you are using to
learn a topic and evaluating whether this
strategy is effective
• Terms like meta-attention and meta-
memory are related to strategy variables

15. STRATEGY VARIABLES
Meta-attention is the
awareness of specific
strategies so that you can
keep your attention
focused on the topic or task
at hand.
Meta-memory is your
awareness of memory
strategies that work best for
you.

16. Omrod (2019)
includes the
following in the
practice of
metacognition:

17. Omrod (2019) includes
the following in the
practice of
metacognition:
• Knowing the limits of one's
own learning and memory
capacities
• Knowing what 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

18. Omrod (2019) includes
the following in the
practice of
metacognition:
• Using effective learning
strategies to process and learn
new material
• Monitoring one's 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
• Knowledge is said to be
metacognitive if it is keenly used
in a purposeful manner to ensure
that a goal is met

19. Huitt (2006) believes that metacognition includes the ability
to ask and answer the following types of questions:
• 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 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?

20. Metacognitive Strategies to Facilitate
Learning
• Metacognitive awareness was evident in
preschoolers and in students as young as eight years
old (Fang & Cox, n.d.)
• Children already have the capacity to be more aware
and reflective of their own learning not many have
been taught and encouraged to apply metacognition

21. Metacognitive Strategies to Facilitate
Learning
• Integrate more activities that would build your
students' capacity to reflect on their own
characteristics as learners (self-knowledge), the tasks
they are to do (task knowledge) and the strategies
that they can use to learn (strategic knowledge)
• Metacognition involves knowledge and skills which
you and your students can learn and master

22. Examples of teaching strategies to
develop metacognition
1. Have students monitor their own
learning and thinking. (Example: have a
student monitor a peer's
learning/thinking/behaving in dyad)
2. Teach students study or learning
strategies (TQLR and PQ4R) 1.

23. Examples of teaching strategies to
develop metacognition
TQLR — This can be taught to younger
students (primary grades). It is a
metacognitive strategy before listening to
a story or presentation.

24. Examples of teaching strategies to
develop metacognition
PQ4R —This is usually for older students in
the intermediate levels and onwards. This
strategy is used to study a unit or chapter.

25. P - Preview. Scan the whole chapter
before delving on each paragraph.
Check 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.
PQ4R

26. P - Preview. Scan the whole chapter
before delving on each paragraph.
Check 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.
Q - Question. Read the guide
questions provided, or think of your
own questions about the topic.
PQ4R

27. R - Read. Check out subheadings as you read. Pay
attention to 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.
R - Recite. Work on answering the questions you had
earlier.
PQ4R
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. Is everything
clear to you? What are the main points you learned?
How is this relevant or useful to you?

28. Examples of teaching strategies to
develop metacognition
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. (It is important to
have relevant knowledge structures well
learned.)

29. Examples of teaching strategies to
develop metacognition
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. (He/she 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 other situations or tasks.

30. 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 are able to differentiate
expert learners from novice
learners

31. Novice and Expert Learners
• A very important factor that
separates these two types of
learners mentioned is
metacognition.
• Expert learners employ
metacognitive strategies in
learning.

33. John locke
P H I L O S O P H Y
mentioned the concept of children
reflecting on their own thinking
process, which is the basis of
metacognition.

34. JOHN SPENCER
THE POWER OF
METACOGNITION

36. John Dewey
Educational philosopher John
Dewey believed that we
actually learn more from
thinking about our
experiences than from the
actual experiences
themselves.

37. George S. Counts
Challenged teachers and
teacher educators to use
school as a means for
critiquing and transforming
the social order.

38. Theodore Brameld
The Prophet Father of the Coming
World (1904-1987)
Theodore Brameld was a leading
educational philosopher of the 20th
century. As an American educator
and educational philosopher, Brameld
was best known as the founder of
Social Reconstructionism. In the
early 1950s, Brameld outlined the
distinctive features of Social
Reconstructionism

39. FEATURES OF SOCIAL RECONSTRUCTIONISM
• believed in a commitment to building a new culture in which
the common people would emerge as the leaders of society.
• he felt that the working people should control all principal
institutions and resources if the world is to become
genuinely democratic.
• believed in a commitment to building a new culture in
which the common people would emerge as the leaders of
society.
• he felt that the working people should control all principal
institutions and resources if the world is to become
genuinely democratic.

40. Paulo Freire (1921—1997)
• Freire is very critical of teachers
who see themselves as the sole
possessors of knowledge while they
see their students as empty
receptacles into which teachers
must deposit their knowledge. He
calls this pedagogical approach the
“banking method” of education. The
banking method of education is
characterized as a vertical
relationship.

41. Thank you
very much!