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PCK1 Lesson 2 Metacognitive Regulation and Control Jerome Cabadin

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139 views31 pages

PCK1 Lesson 2 Metacognitive Regulation and Control Jerome Cabadin

Lesson 2 pck1

Uploaded by

jayjay20hernandez
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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GOOD DAY!

REPORTER: JEROME CABADIN


BSED SOCIAL STUDIES 3RD YEAR
METACOGNITIVE
REGULATION AND
CONTROL
LESSON 2

REPORTER: JEROME CABADIN


BSED SOCIAL STUDIES 3RD YEAR
P_ _N_ _ _ _
_ O N _ _ _ R_ N_
_ _A_UA_I_G
■Metacognitive
Metacogni Regulation is the
tive second element of
Regulatio metacognition.
n and ■Metacognitive
Control knowledge refers
to the learners’
knowledge or
beliefs about the
factors that affect
cognitive skills .
■Metacognitive
Metacogni Regulation
tive pertains to their
Regulatio ability to keep
n and track of (monitor)
Control and assess their
knowledge of
learning.
■Self- regulation is
essential in
metacognition.
THREE PROCESSES OF METACOGNITIVE REGULATION

PLANNING

MONITORING

EVALUATING
PLANNING
■Selection of appropriate
PLANNI strategies and the
allocation of resources
NG that affect performance.
■It is considered as the
central part of students’
ability to control their
learning processes and
to learn outcomes
through deliberately
self- regulatory
decisions and action.
PLANNI
NG ■Goals are
dichotomized
as mastery
goals and
performance
goals.
PLANNI
NG ■Mastery goals
are related to
process,
learning, and
development.
PLANNI ■Performance goals
are usually
NG associated with
product
orientations and
demonstrating
competence or
social comparisons
to the peer group.
EXAMP
LE
Preparing for a Major Exam

Planning:
- The student reviews the exam
syllabus and identifies key topics.
MONITORING
■One’s ongoing
MONITORI awareness of
NG comprehension and task
performance.
■Referred to as
metacognitive
monitoring and
controlling learning, it
is also involves a
monitoring of a person’s
thinking processes and
the current state of
knowledge.
MONITORI ■Involves the
NG ability to
consider the
accuracy of the
knowledge and
procedure to
solve the task.
EXAMP
LE
Preparing for a Major Exam

Monitoring:
As the student studies, they check
their understanding of the material
by self-quizzing and summarizing
key points.
EVALUATING
■Assessing
EVALUATI
knowledge or
NG learning. It
refers to
appraising the
products and
efficiency of
one’s learning.
■It involves the
EVALUATI person’s ability
NG to evaluate how
well the
strategies are
used to lead the
solution of the
problem or
completion of the
task.
EXAMP
LE
Preparing for a Major Exam

Evaluating:
After completing their study
sessions, the student reflects on
their performance.
EXPERIENCE
Teaching learners to plan,
monitor, and evaluate their
thinking is possible. For
teachers to help the
learners develop
metacognitive thinking,
they need to profile the
ways of thinking and
studying their learners.
For instance, a reading
comprehension research
observed that novice or poor
readers skip the title and
paragraph headings, refrain
from setting goals and select
reading strategies
accordingly, read linearly
without noticing lack of
comprehension, and
Proficient readers starts with
orienting reading to grasp
the theme or gist of the text,
read the title and paragraph
headings, skim through the
text , and purposely read the
concluding paragraph, while
activating prior knowledge of
the subject matter.
After knowing the
metacognitive thinking of
learners, teachers can
provide interventions that
are appropriate to their
needs. Giving scaffold to
learners, while they perform
a task, helps them refine
their way of thinking an
studying. In the process,
CHARADES
THANK YOU!

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