PART 1 (FACILITATING LEARNER CENTERED- TEACHING)

introduction
Module 1 Metacognition
“If you teach a person what to learn, you are
preparing that person for the past.
If you teach a person how to learn, you are
preparing for the future.”

- Cyril houle
 LEARNING OUTCOMES

At the end of this lesson, the learners are able to:

 explain metacognition in your own words.
 apply metacognitive strategies in your own quest for learning
as a novice or an expert learner.
 METACOGNITION

The term “metacognition” was coined by John Flavell(1979-1987).

According to Flavell, metacognition consists of both metacognitive
knowledge and metacognitive experiences. 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. Metacognitive
knowledge refers to acquired knowledge about cognitive process
knowledge that can be used to control cognitive processes, knowledge
that can be sued to control cognitive process.
 THREE CATEGORIES OF
METACOGNITIVE KNOWLEDGE
 PERSON VARIABLES
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 processes. For
example, 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.
 TASK VARIABLES
Knowledge of 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. It is about knowing what
exactly needs to be accomplished, gauging its difficulty and
knowing the kind of effort it will demand from you. For
example, you may be aware that it takes more time for you to
read and comprehend a book in educational philosophy that it
is for you to read and comprehend a novel.
 STRATEGY VARIABLES

Knowledge of strategy variables involves awareness of the strategy

you are using to learn a topic and evaluating whether this strategy is
effective. If you think your strategy is not working, then you may
think of various strategies and try out one to see if it will help you
learn better. Terms like meta-attention and metamemory are related to
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.
 THESE THREE VARIABLES ALL INTERACT AS YOU LEARN AND APPLY
METACOGNITION.
OMROD 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
• 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. For example, s student
may use knowledge in planning how to do homework: “I know that I
(person variable) have more difficulty with my science assignments
than English and find Araling Panlipunan easier (task variable), so I
will do my homework in science first, the Language Arts, the Araling
Panlipunan (strategy variable.” If one is only aware of one’s cognitive
strengths or weaknesses and the nature of the task but does not use this
to guide or oversee his/her own learning, then no metacognition has
been applied.
 Huitt 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 topic?
• How can I spot an error if I make one?
• How should I revise my plan if it is not.
METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING
 Researches such as that of Fang and Cox showed that metacogntive awareness was
evident in preschoolers and in students as young as eight years old. Children already
have the capacity to be more aware and reflective of their own learning. However, not
many have been taught and encouraged to apply metacognition.
The challenge then to future teachers like you is to integrate more activities that
would build your student’s capacity to reflect on their own characteristics as learners
(self-knowledge), the task they are to do (task knowledge) and the strategies that they
can use to learn (strategic knowledge). Remember, metacognition is like any other
thing you will teach. Metacognition involves knowledge and skills which you and
your students can learn and master.
 SOME EXAMPLES OF TEACHING
STRATEGIES TO DEVELOP METACOGNITION:
1. Have students 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 a presentation.
• PQ4R – this strategy is used in a study of a unit or
chapter.
T - 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 – QUESTION
- the learner is given questions or he thinks of questions about
what he will soon learn.
L – LISTEN
- the learner exerts effort to listen.
R – REMEMBER
- the learner uses ways or strategies to remember what was
learned.
P – PREVIEW
• Scan the whole chapter before delving in each paragraph
Q – QUESTION
• Read the guide question provided, or think of your own questions about the topic.
R – READ
• Check out sub headings as you read. Find out the meaning of words that are not clear to
you.
R – RECITE
• Work on answering the questions you had earlier.
R – REVIEW
• Pinpoint topics you may need to go back and read in order to understand better.
R – REFLECT
• Think about what you read.
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 question of
themselves, about what’s going on around them.
6. Help students to know when to ask for help.
7. Show students how to know when to transfer knowledge,
attitudes, values, skills to other situations of tasks.
 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. A very important factor that separate these two types
of learners mentioned is metacognition. Expert learners employ
metacognitive strategies in learning. They are more aware of their
learning process as they read, study and do problem solving. Expert
learners monitor their learning and consequently adjust their
strategies to make learning more effective.
 THE TABLE BELOW SHOWS THE DIFFERENCE
BETWEEN A NOVICE LEARNER AND AN
EXPERT
LEARNER.

Stop and pause a while. Are you a novice learner? Or an expert one? Strive to apply the
concepts of metacognition in your world of learning, and for sure you will be on your way to be
an expert learner, probably an expert teacher, too.
THANK YOU FOR
LISTENING!