METACOGNITION

• The term “Metacognition”

was a coined by John
Flavell.
• Metacognition, simply put,
is “thinking about
thinking” or “learning how
METACOGNITIO to learn”. It refers to
N higher order thinking
which involves active
awareness and control
over the cognitive
processes engaged in
learning.

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3 CATEGORIES
METACOGNITION
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.

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.

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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.

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Variables all interact
as you learn and
apply Metacognition
• Knowing the limits of one’s • Using effective learning strategies
own learning and memory to process and learn new material.
capacities.
• Monitoring one’s own knowledge
and comprehension. In other
• Knowing what learning
words, knowing when information
tasks one can realistically has been successfully learned and
accomplish within a certain when it’s not..
amount of time.
• Using effective strategies for
• Knowing which learning retrieval of previously stored
strategies are effective and information.
which are not. • Knowledge is said to be
Metacognitive if it is keenly used
• Planning an approach to a in a purposeful manner to ensure
learning task that is likely that a goal is met.

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to be successful.
Metacognition includes the
ability to ask and answer the
following types of questions:
• What do I know I know • Did I understand what I just
about this subject, topic, heard, read or saw?
issue?
• How will I know if I am
• Do I know what I need to learning at an appropriate
know? rate?

• Do I know where I can go to • How can I spot an error if I

get some information, make one?
knowledge?
• How should I revise my plan if
• How much time do I need to it is not working to my
learn this? expectations/satisfaction?

• What are some strategies

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and tactics that I can use to
learn this?
 • Have students monitor their own
learning and thinking.
• Teach students study or learning
strategies.
• Have students make predictions
Teaching about information to be presented

strategies to next based on what they have read.

develop • Have students relate ideas to existing

knowledge structures.
Metacognitio • Have students develop questions; ask

n questions of themselves, about

what’s going on around them.
• Help students to know when to ask
for help.
• Show students how to transfer
knowledge, attitudes, values, skills to
other situations or tasks.

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• This can be
taught to younger
students. It is a
metacognitive
strategy before TQLR
listening to a
story or
presentation.

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TQLR

• 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 then intentionally exerts

effort to listen. He becomes aware if he is
momentarily detracted and goes back to listen
again.

• R- Remember. The learner uses ways or strategies

to remember what was learned.

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• This is usually for
older students in
the intermediate
levels and
onwards. This PQ4R
strategy is used
to study a unit or
chapter.

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PQ4R
• P- Preview. Scan the whole chapter before delving on each paragraph.
Check out the objective. Look for outlines or advance organizers that
will give you an idea about the important topics and ideas in the
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 in bold 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.

• 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

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are the main points you learned? How is this relevant or useful to you?
Differences Between Novice and
Expert Learners
Cognitive and
Metacognitive Factors
1. Nature of learning process – the learning of a complex subject
matter is most effective when it is an intentional process of
constructing meaning from information and experience.
2. Goals of the learning process – the successful learner, over
time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
3. Construction of knowledge – the successful learner can link
new information with existing knowledge in meaningful ways.
4. Strategic thinking – the successful can create and use a
repertoire of thinking and reasoning strategies to achieve
complex learning goals.
5. Thinking about thinking – higher order strategies for selecting
and monitoring mental operations facilitate creative and critical
thinking.
6. Context of learning – learning is influenced by environmental
factors, including culture, technology and instructional practices.

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Motivational and
Affective Factors
7. Motivational and emotional influences on learning –
what and how is learned is influenced by the learner’s
motivation. Motivation to learn, in turn, is influenced by
the individual’s emotional states, interest and goals, and
habits of thinking.
8. Intrinsic motivation to learn – the learner’s creativity,
higher order thinking, and natural curiosity all contribute
to motivation to learn. Intrinsic motivation is stimulated by
tasks of optimal by tasks of optimal novelty and difficulty,
relevant to personal interests, and providing for personal
choice and control.
9. Effects of motivation on effort – acquisition of complex
knowledge and skills requires extended learner effort and
guided practice. Without learner’s motivation to learn, the
willingness to exert this effort is unlikely without coercion.

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Developmental and Social
Factors
10.Developmental influences on
learning – as individuals develop, there
are different opportunities and constraints
for learning. Learning is most effective
when differential development within and
across physical, intellectual, emotional
and social domains is taken into account.
11.Social influences on learning –
learning is influenced by social
interactions, interpersonal relations and
communication with others.

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Individual Differences
Factors
12.Individual differences in learning – learning
have different strategies, approaches, and
capabilities for learning that are a function of prior
experience and heredity.
13.13. Learning and diversity – learning is most
effective when differences in learners’ linguistic,
cultural and social backgrounds are taken into
account.
14.14. Standards and assessment – setting
appropriately high and challenging standards and
assessing the learner as well as learning progress –
including diagnostic process and outcome
assessment – are integral parts of the learning
process.

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Questions?