Managing and Caring for the Self

 In the context of learning, studies show that when you are able to think about how you think,
how you process information, and how you utilize techniques while you are studying, you have a
higher chance of improving your learning process than those who do not reflect on their
methods.

METACOGNITION

 It is commonly defined as “thinking about thinking”. It is the awareness of the scope and
limitations of your current knowledge and skills.
 Metacognition is also not limited to the thinking process of the individual. It also includes
keeping one’s emotions and motivations while learning in check.
 Metacognition basically has two aspects: 1) self-appraisal and 2) self-management of cognition.
1.) Self-appraisal
- It is your personal reflection on your knowledge and capabilities.
- Metacognitive knowledge
- Several variables that affect how you know or assess yourself as a thinker:
o Personal variable
o Task variable
o Strategy variable

Example: I know that I (person variable) have difficulty with word problems (task variable), so I
will answer computational problems first and save the word problems for last (strategy
variable).

2.) Self-management
- It is the mental process you employ using what you have in planning and adapting, to
successfully learn or accomplish a certain task.
- Metacognition recognition

Skills that can help you exercise your metacognition:

Knowing your limits

 One cannot really make any significant advancement in using metacognitive skills without
having an honest and accurate evaluation of what you know and what you do not know

Modifying your approach

 It begins with recognition that your strategy is not appropriate with the task and/or that you do
not comprehend the learning experience successfully.

Skimming
  This is basically browsing over a material and keeping an eye on keywords, phrases, or
sentences

Rehearsing

 This is not just about repeatedly talking, writing, and/or doing what you have learned, but also
trying to make a personal interpretation or summary of the learning experience.

Self-Test

 As the name implies, this is trying to test your comprehension of your learning experience or the
skills you have acquired during learning.

FOUR TYPES OF METACOGNITIVE LEARNERS

 First, the “tacit” learners. They are unaware of their metacognitive processes although they
know the extent of their knowledge.
 Second, the “aware” learners. They know some of their metacognitive strategies, but they do
not plan on how to use these techniques.
 Third, “strategic” learners, as the name implies, strategies and plan their course of action
toward a learning experience
 Lastly, “reflective” learners reflect on their thinking while they are using strategies and adapt
metacognitive skills depending on their situation.

As you may have noticed, the goal of metacognition is for the student to be a self-regulated learner.
Education shout NOT be limited y the capabilities of the teacher, the content of the school textbooks,
the four corners of the classroom, and the duration of the academic year or courses.

Tips:

 Make an outline of the things you want to learn, the things you are reading or doing, and/or the
things you remember.
 Break down the task in smaller and more manageable details.
 Integrate variation in your schedule and learning experience.
 Try to incubate your ideas.
 Revise, summarize, and take down notes, then reread them to help you minimize cramming in
the last minute, especially when you have a weakness in memorizing facts and data.
 Engage in what you have learned.