0% found this document useful (0 votes)
15 views23 pages

1 Metacognition

Metacognition refers to the awareness and understanding of one's own thought processes, encompassing knowledge about cognition and regulation of cognition. Successful learners utilize metacognitive strategies to plan, monitor, and evaluate their learning, leading to improved academic performance. Teaching strategies to develop metacognition include encouraging self-monitoring, fostering question development, and promoting the transfer of knowledge across tasks.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
15 views23 pages

1 Metacognition

Metacognition refers to the awareness and understanding of one's own thought processes, encompassing knowledge about cognition and regulation of cognition. Successful learners utilize metacognitive strategies to plan, monitor, and evaluate their learning, leading to improved academic performance. Teaching strategies to develop metacognition include encouraging self-monitoring, fostering question development, and promoting the transfer of knowledge across tasks.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 23

METACOGNITION

Ma. Corazon Francia S. Hong


Assistant Professor IV
 Students who succeed academically often rely on being
able to think effectively and independently in order to
take charge of their learning. These students have
mastered fundamental but crucial skills such as keeping
their workspace organized, completing tasks on schedule,
making a plan for learning, monitoring their learning
path, and recognizing when it might be useful to change
course. They do not need to rely on their teacher as much
as others who depend on more guidance to initiate
learning tasks and monitor their progress. Students who
do not learn how to "manage" themselves well as they
proceed through school experience more setbacks,
become discouraged and disengaged from learning, and
tend to have lower academic performance. They may also
be responsible for more classroom management issues.
htt
ps://www.edutopia.org/blog/metacognition-gift-that-keeps-giving-do
nna-wilson-marcus-conyers
ETYMOLOGY

 It comes from the root word "meta", meaning beyond


 COGNITION means conscious mental activities which
include:
 Thinking
 Understanding
 Learning
 Remembering
 This higher-level
cognition was given the
label metacognition by
American developmental
psychologist John H.
Flavell (1979).
Metacognition

 "cognition about cognition", "thinking


about thinking", or "knowing about
knowing"
 It can take many forms; it includes knowledge
about when and how to use particular
strategies for learning or for problem solving.
Metacognition

There are generally two components of


metacognition:
 knowledge about cognition, and
 regulation of cognition
Metacognitive activities can include: (School
Effectiveness Framework, 2010)

planning how to approach a given


learning task,

evaluating progress, and

monitoring comprehension
When students are metacognitive, they have
an understanding of learning in three areas:
(Jetton & Dole, 2004).

They understand They understand a


themselves as given task, and
learners, (Person
variables) (Task Variables)

they understand a
variety of strategies
and how to use them
in a variety of
situations (Strategy
Variables).
Person
Variables

METACOG
NITION

Strategy
Task Variables
Variables • Meta-attention
• Meta-memory
Metacognitive Knowledge

Person variables
• This includes how one views himself
as a learner and thinker
• This refers to knowledge about how
human beings learn and process
information as well as individual
knowledge of one’s own learning
processes.
Metacognitive Knowledge

Task variables
• It 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 of you.
Metacognitive Knowledge

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
Strategy Variables

Meta-attention

• Awareness of specific strategies so


that you can keep your attention
focused on the topic or task at hand

Meta-memory

• Awareness of memory strategies


that work best for you
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.
Huitt believes that metacognition includes
the ability to ask and answer the following
types of questions:
1. What do I know about this subject, topic, issue?
2. Do I know what I need to know?
3. Do I know where I can go to get some information
knowledge?
4. How much time will I need to learn this?
5. What are some strategies and tactics that I can use to
learn this?
6. Did I understand what I just heard, read or saw?
7. How will I know if I am learning at an appropriate rate?
8. How can I spot an error if I make one?
9. How should I revise my plan if it is not working to my
expectations/satisfaction?
Teaching Strategies to Develop
Metacognition

Have students monitor their own learning and


thinking.

Teach students study or learning strategies.

Have students make predictions about


information to be presented next based on what
they have read.
Have students relate ideas to existing
knowledge structures.
Teaching Strategies to Develop
Metacognition
Have students develop questions; ask
questions about themselves, about
what’s going on around them

Help students know when to ask for


help.

Show students how to transfer


knowledge, attitudes, values, skills to
other situations or tasks.
TQLR
It is first important to for the learner himself
T – Tune In 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
The learner then intentionally exerts effort
to listen. He becomes aware if he is
L – Listen momentarily detracted and goes back to
listen again

R–
Remember The learner uses ways or strategies to
remember what was learned
PQ4R
• Scan the whole chapter before delving on each

P paragraph. Check on the objectives. Look for outlines


or advance organizers that will give you an idea about
the important topics or ideas in the chapter. Read the
(Preview) summary of the chapter first. (But please don’t stop at
the summary alone. Read the whole chapter)

Q • Read the guide questions provided, or think of your


own questions about the topic.
(Question)

• Check out sub headings as you read. Pay attention on


words that are printed in bold or italicized. Find out the
R (Read) meaning of words that are not clear to you. Use a
marker or colored pencil to highlight important words
or phrases. (Do not highlight the whole paragraph)
PQ4R

R • Work on answering the questions


you had earlier.
(Recite)

R • Pinpoint topics you may need to go


back to and read in order to
(Review) understand better.

• Think about what you read. Is


R everything clear to you? What are
the main points you learned? How
(Reflect) is this relevant or useful to you?
Differences Between Novice and Expert Learners

ASPECT OF LEARNING NOVICE LEARNER EXPERT LEARNER


Knowledge in different Have limited knowledge in Have deeper knowledge in
subject areas the different subject areas different subject areas
because they look for
interrelationships in the
things that they learn

Problem solving Satisfied at just scratching First try to understand the


the surface; hurriedly gives problem, look for
a solution to the problem boundaries and create a
mental picture of the
problem
Learning/Thinking Employ rigid strategies Design new strategies that
strategies that may not be would be appropriate to
appropriate to the task at the task at hand.
hand
Differences Between Novice and Expert
Learners
ASPECT OF LEARNING NOVICE LEARNER EXPERT LEARNER
Selectivity in Attempt to process Select important
Processing all information they
information to
receive process; able to
breakdown
information to
manageable chunks
Production of output Do not examine the Check their errors
quality of their and redirect their
work, nor stop to efforts to maintain
make revisions quality output

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy