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Module 1A - Metacognition & Metacognitive Knowledge

This document discusses metacognition and its components. Metacognition refers to thinking about one's own thinking. It has two main elements - metacognitive knowledge and metacognitive regulation. Metacognitive knowledge includes declarative knowledge (facts), procedural knowledge (how to do things), and conditional knowledge (when and why to apply strategies). Developing metacognitive skills allows learners to monitor and improve their own learning. Teachers can help by directly instructing learners in metacognitive strategies and creating opportunities for collaborative learning.

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Ma Portia Jasmin Tabogoc
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2K views6 pages

Module 1A - Metacognition & Metacognitive Knowledge

This document discusses metacognition and its components. Metacognition refers to thinking about one's own thinking. It has two main elements - metacognitive knowledge and metacognitive regulation. Metacognitive knowledge includes declarative knowledge (facts), procedural knowledge (how to do things), and conditional knowledge (when and why to apply strategies). Developing metacognitive skills allows learners to monitor and improve their own learning. Teachers can help by directly instructing learners in metacognitive strategies and creating opportunities for collaborative learning.

Uploaded by

Ma Portia Jasmin Tabogoc
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CHAPTER 2: METACOGNITION: THINKING ABOUT THINKING

Children must be taught how to think, not what to think.


- Margaret Mead

INTRODUCTION

Today facilitating learning is aimed at assisting learners in acquiring expected competencies.


In addition, the facilitation of learning addresses the expected competencies to help them
learning and thinking. Research findings have shown that metacognitive thinking operates as a
vital skill to other skills like problem-solving creative thinking, and critical thinking. The good
news is that metacognition can be taught. In this chapter, you will discover the nature of
metacognition, its components, and how metacognitive processes work in the classroom. In this
chapter, you are expected to:
∙ explain metacognition and its components;
∙ delineate the relationship between metacognitive knowledge and metacognitive
processes, and
∙ identify effective metacognitive teaching strategies to facilitate learning

MODULE 3: METACOGNITION AND METACOGNITIVE KNOWLEDGE

After completing this lesson, you will be able to:


• explain the meaning of metacognition and metacognitive knowledge; •
determine metacognitive knowledge required in a specific competency; and •
apply concepts learned in assessing your work and other's output.
.
.
THINK

Definition of Metacognition

The term metacognition is attributed to Flavell. He described it as “knowledge


concerning one' cognitive processes and products or anything related to them, e.g., the
learning-relevant properties of information and data." Furthermore, he referred to it as “the
active monitoring and

1
consequent regulation and orchestration of these processes concerning the cognitive objects or
data on which they bear, usually in the service of some concrete goal or objective" (Flavell,
1976). Simply stated, metacognition is "knowledge and cognition about cognitive phenomena"
(Flavell, 1979). The meaning metamorphosed into "thinking about thinking,” “knowing about
knowing," and “cognition about cognition."

Components of Metacognition

The elements of metacognition are metacognitive knowledge and metacognitive


regulation (Flavell, 2004). These two elements are interrelated; the presence of the first one
enhances the second element.
Metacognitive knowledge (also called knowledge of cognition) refers to "what individuals
know about their cognition or cognition in general” (Schraw, 2002). It involves three kinds of
metacognitive awareness, namely: declarative knowledge, procedural knowledge, and
conditional knowledge (see Figure 1).

Declarative knowledge or personal knowledge is the learner's knowledge about things. It


also refers to the learner's understanding of own abilities, and the knowledge about oneself as a
learner and of the factors that moderate one’s performance. This type of knowledge is not
always accurate as the learner's evaluation of his or her capabilities may be unreliable. For
instance, that Manila is the capital of the Philippines and that oases is the plural form of oasis
are examples of declarative knowledge. That a learner has limited information as to the
semantic rules is also a declarative knowledge..

Procedural knowledge or task knowledge involves the knowledge of how to do things


and how skills or competencies are executed. The assessment on the learner’s task knowledge
includes what knowledge is needed (content) and the space available to communicate what is
known (length). A learners given a problem-solving task, for instance, knows the prerequisite
information and prior skills are necessary to be recalled and readily executed at the given time
to solve the problem. Such knowledge gives confidence in working with the problem.

Conditional knowledge or strategy knowledge refers to the ability to know when and
why various cognitive acts should be applied. It involves using strategies to learn information
(knowing how to know as well as adapting them to novel contexts (knowing when a strategy is
appropriate). This knowledge is evident in a learner who seeks the help of a school nurse to
make a report on the communicable diseases prevalent in the community as well as this
learner's knowledge that the best way to gather the information is to interview a nurse and to
go over the health records of the Municipal Health Office of the town.
2
Metacognitive knowledge is the result of an individual's metacognitive experiences.
Flavell (1979) explained them as experiences that "an individual has through which knowledge is
attained, or through regulation occurs." A learner who obtained low scores in knowledge and
skills test becomes aware that he or she has low declarative and procedural knowledge. In
contrast, a learner who has always scored highest in both the content and skills tests has strong
confidence in his adequacy of knowledge in the subject.

Similarly, metacognitive knowledge depends so much on the learner's metamemory, the


knowledge of what memory is, how it works, and how to remember things. Through instruction
and individual effort, metamemory develops over time. For instance, learners who have been
taught how to organize information and use rehearsal strategies have richer metamemory. They
can retrieve declarative, procedural, and conditional knowledge when required by the task.

EXPERIENCE

Metocognitive thinking among learners provides avenues for them to learn more. Two
aspects of metacognitive instruction is content knowledge (concepts, facts, procedures) and
strategic knowledge. It is essential that to think through a process, learners must have the
knowledge to think about something. One also needs to have a heuristic (shortcut) or algorithm
(formula) to follow in developing the skill (Medina et al., 2017). Instruction should have a
content component and direct instruction on how to work through a process.
Another consideration is the potential of cooperative learning in teaching metacognition.
Engaging learners in collaborative discussion of the learning task enables them to enhance their
learning. During the discussion, learners think about their way of thinking and their reflection
after the lesson demonstrates a metacognitive way of thinking. The learners identify the main
components of the learning strategy and realize how the strategy helps them to learn (Eldar et
al., 2012). Collaborative teaching strategies are, therefore, useful tools to enhance learners'
reflective thinking.
ASSESS
Activity 1: Use the Frayer vocabulary definition model to explain the three metacognitive
knowledge (e.g. declarative knowledge as shown below. With this as a guide, explain your
definition to the class.
Definition: Characteristics:
Examples: Non-examples:

3
Activity 2: Identify if the following thoughts are more a declarative, procedural, or conditional
knowledge. Write your answers on a separate sheet of paper.

1. I know that the context of this problem is not suited to the theory.
2. There are three ways to solve this problem.
3. This fact is essential to recall for the situation presented.
4. ROYGBIV makes it easy for me to remember the colors of the rainbow.. 5. This is an
irregular verb, thus adding –ed to the word to make it past tense does not apply.

CHALLENGE

1. Why is metacognition important to a teacher and a learner?


2. Is prior knowledge essential in developing metacognitive knowledge? Justify your answer.
3. Using available search tools, read about organization, rehearsal, and elaboration
strategies as learners’ aid to enhance the content of the metamemory. With the diverse
types of learners in the classroom, how would you use these strategies to benefit your
learners?

HARNESS

1. Considering your subject specializations, choose one competency related to a topic from
a textbook used in a particular grade level, then identify the metacognitive knowledge
necessary or you to include in teaching the desired competency. Use the matrix below as
a guide.
Competency:

Subject Matter:
Metacognitive Knowledge Specific Skills to Develop in the Lesson

Declarative Knowledge

4
Procedural Knowledge

Conditional Knowledge

THE LESSON IN A CAPSULE


Metacognition is one’s awareness of his or her thinking and the ability to control it while
processing a task. It involves metacognitive knowledge, which comprises three components:
declarative knowledge (knowledge about things), procedural knowledge (knowledge of
processes), and conditional knowledge (knowledge of what is appropriate for the context or
situation). These components of knowledge are influenced by metacognitive experiences and
metamemory.
5

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