Subject: FACILITATING LEARNING

Module 1 – METACOGNITION
The term “metacognition” was coined by John Flavell.
According to John Flavell (1979; 1987) , metacognition consists of
both metacognitive knowledge and metacognitive experiences or
regulation. 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 processes , knowledge that can be
used to control cognitive processes. Flavell further divides
metacognitive knowledge into three (3) categories: knowledge of
person variables, task variables and strategy variables.
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• 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
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 lots
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 the type of processing demands that it will place
upon individual. It is about knowing about 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 than it is for you
to read and comprehend a novel.
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• 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 meta-memory 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.
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• These three (3) 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 materials
• 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.
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• For example , a student may use knowledge in planning how to do the
homework: I know that I (person variable) have more difficulty in my
science than in English and find Araling Panlipunan easier (task
variable) , so I will do my homework in science first, then Language Arts,
then Araling Panlipunan (strategy variable .”) If one is only aware about
one’s cognitive strengths of 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 to
the following types of questions:
• What do I know about the subject, topic issue?
• Do I know what I need to know?
• Do I know where I can go to get some information? Knowledge?
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• 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
expectation/satisfaction?
Metacognitive Strategies to Facilitate Learning
• Researches such as that of Fang and Cox showed that metacognitive
awareness was evident in preschoolers and in students as young as eight (8)
years old . Children already have the capacity to be more aware and
reflective on 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 will build your students’ capacity to reflect on their own characteristics
as learners (self knowledge) , the task that they are to do (task knowledge)
and the strategies that they can use to learn (strategic knowledge) .
• Remember that, metacognition is like any other thing you will teach.
Metacognition involves knowledge and skills which you and your students
can learn and master.
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• Here are some examples of teaching strategies to develop metacognition .
(Work hard on applying these strategies now in your role as a student. It will
surely be a rewarding learning experience for you.)

• 1. Have students monitor their own learning and thinking.

• 2. Teach students study or learning strategies.
• TQLR – This can be taught to younger students (primary grades)
. It is a metacognitive strategy before listening to a story or
presentation.
• T is for Tune in. It is first important for the learner himself to be
aware that he is paying attention , and he is ready to learn.
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• Q is for Question. The learner is given questions or he thinks of

questions about what he will soon learn.

• L is for Listen. The learner then intentionally exerts effort to listen. He

became 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.
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• PQ4R – This usually for older students in the intermediate level and
onwards. This strategy is used to study a unit or chapter.
• 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. Then, the whole chapter.

• 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 the words that are not clear
to you. Use a marker or a colored pencil to highlight important words or phrases.
(Do not highlight the whole paragraph).
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• R – Recite . Work on answering the questions you had earlier.
• R – Review. Pinpoint topics you may need to go back to and read to understand
better.
• R – Reflect. Think about what you read. Is everything clear to you? What are the
main points you learn? How is these relevant or useful to you?

• 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 a relevant knowledge structures well learned).
• 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.
• 7. Show students how to transfer knowledge, attitude, values, skills to other
situations or tasks.