GROUP 2: LEARNING TO BE A BETTER LEARNER
about the nature of the task, as well as the
CEDERIA
Learning should not just mean studying for your
quizzes and exams in school. Learning could also
occur outside the confines the book or classroom.
We are Homo sapiens of the "wise man". We think
in a more complex level than our ancestors and
most, if not all, of the other beings. But being called
wise, not only do we think, but we are also capable
to think about thinking.
Metacognition is commonly defined as "thinking
about thinking". It is the awareness of the scope and
limitations of your current knowledge and skills. It
also includes keeping one’s emotion and motivations
while learning in check.
GRANADO
Two Aspects of Metacognition:
1. Self-Appraisal – your personal reflection on your
knowledge and capabilities.
2. Self-Management – the mental process you
employ using what you have in planning and
adapting to successfully learn or accomplish a
certain task
It must be noted that in order to make self-appraisal
and self-management work, you must have an
accurate self-assessment. You must be honest about
what you know and capable of in order to utilize
your strengths and improve on your weaknesses.
Similar concepts or Elements of Metacognition:
1. Metacognitive Knowledge – what you know
about how you think.
Variables that affect how you assess yourself
as a thinker:
 Personal Variable – evaluation of your
strengths and weaknesses in learning.
 Task Variable – what you know or think
strategies the task requires.
 Strategy Variable – what strategies or skills
you already have in dealing with certain
tasks.
2. Metacognition Regulation – how you adjust your
thinking processes to help you learn better.
MALILAY
Other skills that can help you in Exercising
Metacognition:
1. Knowing your Limits - Knowing your limits also
looks at the scope and limitations of your resources
so that you can work with what you have at the
moment and look for ways to cope with other
necessities.
2. Modifying your Approach - It begins with the
recognition that your strategy is not appropriate
with the task and/or that you do not comprehend
the learning experience successfully.
3. Skimming - This is basically browsing over a
material and keeping an eye on keywords, phrases
or sentences. It is also about knowing where to
search for such key terms.
PANDIO
4. Rehearsing – Trying to make a personal
interpretation or summary of the learning
experience. One fun way to do this is by imagining
yourself being interviewed about your task.
5. Self-Test – Testing your comprehension or the
skills you have acquired during learning. Self-test
does not only focus on what you have learned but
also on how you learned it.
Other strategies that you need to develop include:
 asking questions about your methods, self-
reflection
 finding a mentor or support group if
necessary
  thinking out loud
 welcoming errors as learning experiences.

PASCUAL
Four types of Metacognitive Learners:
1. Tacit Learners – unaware of their metacognitive
processes although they know the extent of their
knowledge.
BASARIO
5. 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.

2. Aware Learners – know some of their 6. Engage what you have learned. Do something
metacognitive strategies but they do not plan on about it.
how to use these techniques.

3. Strategic Learners – they strategize and plan their

course of action toward a learning experience.

4. Reflective Learners – they reflect on their thinking

while they are using the strategies and adapt
metacognitive skills depending on the situation.

CONSTANTINO

Other tips that you can use in studying are the

following (Queensland University of Technology
Library, n.d.):

1. Make an outline of the things you want to learn,

the things you are reading/doing, and/or the things
you remember.

2. Break down the task in smaller and more

manageable details.

3. Integrate variation in your schedule and learning

experience. Change reading material every hour and
do not put similar topics together. Also include
physical activities in your planning.

4. Try to incubate your ideas. First, write your draft

without doing much editing. Let the ideas flow. Then
leave your draft at least overnight or around 24
hours--some even do not look at it for a week--and
do something else. After a given period, go back to
your draft or prototype and you might find a fresh
perspective about it.