this is a critical thinking that express your knowledge in problem solving and thinking about thinking called metacognition

1. Prof. JULIUS CESAR CUMAHIG

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

4. • Metacognition is simply put, is
“thinking about thinking” or
“learning how to learn”
• Flavell further divides
metacognitive knowledge into
three categories: Knowledge of
person variables, task variables
and strategies variables

5. • This includes how one views
himself as a learner and
thinker.
• Knowledge of person variables
refers to knowledge about how
human beings learn and
process information as well as
individual knowledge of one’s
own learning process

6. • Knowledge in the task
variables includes knowledge
about the nature of the task
as well as the type of
processing demands that it
will place upon the individual

7. • Knowledge of Strategy
variables involves awareness
of the strategy you are using
to learn a topic and
evaluating whether this
strategy is effective.

8. • Meta-Attention- is the
awareness of specific
strategies so that you can
keep your attention focus on
the topic or task at hand
• Meta-Memory- is your
awareness of memory
strategies that works best for
you

9. 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
abd which are not
Planning an approach to
a learning task that is
likely to be
Using effective learning
strategies to process
and learn new material
Monitoring one’s own
knowledge and
comprehension.
These three variables all interacts as you learn and apply
metacognition. Omrod includes the following in the Practice of
Metacognition

10. 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 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?
Huitt Beleives that metacognition includes the ability to ask and
answer the following questions

11. 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/satisfactions?
Huitt Beleives that metacognition includes the ability to ask and
answer the following questions

12. Prof. JULIUS CESAR CUMAHIG

13. • Metacognition involves
knowledge and skills which you
and your students can learn
master.
• Here are some examples of
teaching strategies to develop
metacognition

14. • Have students monitor their
own learning and thinking.
• Teach students study or
learning strategies
TQLR- This can taught to younger
students (primary grades). It is
metacognitive strategy before
listening to a story presentation

15. • T- is for Tune in- It is first
important for the learner
himself to be aware that he is
paying attention, and that he is
ready to learn.
• Q is for Question- The learner is
given questions or he thinks of
questions about what he will
son learn

16. • L is for Listen- The learner then
intentionally exerts effort to
listen. He becomes aware if he
is momentarily detracted and
goes back to listen again.
• R is for Remember- The learner
uses ways or strategies to
remember what was learned

17. • PQ4R- This is usually for older
students in the intermediate levels
and onwards. This strategy is used
to study a unit or chapter
• P- Preview. Scan the whole chapter
before diving 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.

18. • Q- Question- Read the guide
questions provided, or think of
your own questions about the
topic.
• R- Read- Check out sub headings
as you read. Pay attention on
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.

19. • R-Recite- Work on answering the
questions 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? Is everything clear to you?
What are the main points you
learned? How is this relevant or
useful to you?

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

21. 6. Help students to know when to ask
help.
7. Show students how to transfer
knowledge, attitudes, values, skills to
other situations or tasks.

22. Prof. JULIUS CESAR CUMAHIG