The Metacognitive Process

II – Introduction:
Metacognition also includes metacognitive experiences and we would also learn the
strategies in metacognition. We will also discuss the differences between the cognitive and
metacognitive strategies.

III – Discussion:

A. Metacognitive Experiences
--or things that happen to us that refer to our understanding and knowledge of
our own cognitive processes (Galotti, 2004)
Metamemory refers to the knowledge we have about how memory works
(Piper,2003).

Model for monitoring progress in metacognition

Metacognitive knowledge
 Understanding the blocks to cognition
 Understanding interference
 Knowledge about effective memory strategies
 Knowledge of recall
 Understanding meaningful material
 Knowledge of making meaning and connection
 Knowledge of prior knowledge activation
 Knowledge of effective transfer
 Metacognitive skills and strategies
 Using repetition to aid comprehension and memory
 Paraphrasing information that aids recall and comprehension
 Using rehearsals and praxis
 Using categorization and chunking strategies
 Using self-tests
 Using organizational skills
 Using comparison, visualization, and algorithmic approaches to
problem solving activities

Monitoring self-awareness activities

 Varying study and learning strategies to meet tasks demand
 Dividing study time effectively
 Having a sense of metacognitive awareness
 Directing self to positive performance
 Predicting successful performance
 Recording progress
 Engaging in basic self-evaluations
 Using learning logs to monitor performance

B. Strategies in Metacognition (Bee and Boyd, 2007)

 Rehearsal – is an important tool used in order to remember a long list of
items or objects which need our attention and memory.
o Basic rehearsal – simple recall and memorization
o Complex rehearsal – requires more thinking such as underlining
important words or key phrase or deciding what is significant in the
written text.
1. 2 types of rehearsal
 Maintenance rehearsal – refers to low-level repetitive
kind of information practice
 Elaborative rehearsal – more complex when we use
the information for deep processing and use its
meaning to help us store and remember it
o Rehearsal strategies:
1. Repetition and cumulative rehearsal
2. Questioning and answering
3. Predicting and clarifying
4. Restating and paraphrasing
5. Outlining and summarizing
6. Selecting
7. Note taking
8. Underlining or highlighting
  Clustering – we tend to put some items or things to remember into
meaningful organization.

 Elaboration – occurs when we enrich new information by adding extra

information from our own schema
 Verbal elaboration – refers to the construction of additional ideas
using words that we might say or write.
 Image elaboration – is concerned with construction of mental
pictures to combine new information with visual image which is
already part of our schema.

 Systematic Searching
1. Semantic formation – certain information was to be
analyzed first at the shallow level such as shape, color, etc.
2. Association – associating information to something
familiar, something that resembles its figure or one that
sounds with it.

Metacognitive
Strategies

Rehearsal Clustering Elaboration Systemic Searching

C. Differences Between Cognitive and Metacognitive Strategies

Cognitive and metacognitive strategies are related to each other because both
contain the element of cognition; both use the process of thinking and thought
process:

Intentionality

Effort

Cognitive Learning Situation

Strategies

Specificity

Goal - direction
 Involves sophisticated forms
of thinking and problem
solving

Metacognitive Learning
Use more generic skills
Strategies

Enhances thinking skills and

capabilities of adults for self-
regulation

METACOGNITIVE STRATEGIES

Metacognitive strategies refers to methods used to help students understand the way they
learn; in other words, it means processes designed for students to ‘think’ about their ‘thinking’.

Teachers who use metacognitive strategies can positively impact students who have learning
disabilities by helping them to develop an appropriate plan for learning information, which can
be memorized and eventually routine. As students become aware of how they learn, they will
use these processes to efficiently acquire new information, and consequently, become more of
an independent thinker. Below are three metacognitive strategies, which all include related
resources, that can be implemented in the classroom:

Think Aloud
Great for reading comprehension and problem solving. Think-alouds help students to
consciously monitor and reflect upon what they are learning. This strategy works well when
teachers read a story or problem out loud and periodically stop to verbalize their thoughts. This
allows students to follow the teacher’s thinking process, which gives them the foundation they
need for creating their own strategies and processes that can be useful for understanding what
they are trying to comprehend.

Checklist, Rubrics and Organizers

Great for solving word problems. These organizational tools support students in the decision-
making process because they serve as an aid for planning and self-evaluation. Typically they ask
what students know and need to know to arrive at an answer, and emphasize the need to
reread the problem and self-check responses.

Explicit Teacher Modeling

Great for math instruction. Explicit teacher modeling helps students understand what is
expected of them through a clear example/model of a skill or concept. When a teacher
provides a easy to follow procedure for solving a problem, students have a memorable strategy
to use for approaching a problem on their own.

Reading Comprehension
Truly comprehending reading involves students actively engaging with a text and accurately
deciphering the layers of meaning. It is very important for students to develop solid reading
comprehension skills because statistics show that people who have low reading comprehension
ability suffer in academic, professional, and personal pursuits. The resources in this guide from
supersummary.com are effective strategies for promoting reading comprehension.

TAKS:
A. Directions: Answer the following questions comprehensively:
1. Why is metacognition important?
2. What are the advantages of metacognition?
3. As a future educator, how will you teach metacognition to your future students?

B. Directions: Research three (3) readings/article about metacognition then accomplish the
given activity using the table below:

How effective Metacognition to Promote

Title Author/s
success to students’ learning?

C. Directions: Try to answer for yourself the 8 Reflective Questions To Help Any Student Think
About Their Learning:

1. What surprised you today, and why?

2. What’s the most important thing you learned today? Why do you think so?

3. What do you want to learn more about, and why?

4. When were you the most creative, and why do you think that is?

5. What made you curious today? How does learning feel different when you’re curious?

6. When were you at your best today, and why?

7. (Assuming we were studying the same thing and you could decide and have access to
anything), where would you start tomorrow? Why?

8. What can/should you do with what you know?