Maria Ellaine G.

Diomampo
At the end of this session, learners will be able:

1.to understand the Cognitive and Metacognitive

Processes;

2. identify the basic units of Cognition and essential

skills of Metacognition; and

3. discuss the Cognitive and Metacognitive

Strategies
Cognition
refers to "the mental action or
process of acquiring knowledge
and understanding through
thought, experience, and the
senses".
THe complex process
of cognition
Perception
Attention
Memory
Language
Reasoning
Decision-making
Problem-Solving
THe complex process
of cognition
THe complex process
of cognition
THe complex process
of cognition
THe complex process
of cognition
THe complex process
of cognition
COGNITIVE PROCESS OF
EXPERTS AND EXPERTS
SYSTEM

Special Knowledge
Domain Specificity
Analogical Reasoning
Expert System
Creativity
 5 basic units of
cognition
CONCEPTS
- building blocks of cognition,
it is general labels that we
attach to categories of things
and information that share
common characteristics.
Positive instances account for the examples.
Negative instances account for non examples
Defining characteristics are those that have positive examples
Correlational characteristics are those characteristics that often occur
but not very essential
Prototype pertain to typical examples that frequently occur
Exemplars are typical examples of something that come in variation
within the concept.
Relatedness of concepts occurs when students connect new concepts to
there prior knowledge.
 5 basic units of
cognition
PROPOSITIONS
- is defined as the smallest unit
of knowledge that can be
validated as true or false.
 5 basic units of
SCHEMATA cognition
- general knowledge structures
used for understanding.
 5 basic units of
PRODUCTION cognition
- basic unit of procedural
knowledge.

Classical Approach
Prototypical Approach
Exemplar Approach
 5 basic units of
cognition
SCRIPTS
- specific knowledge structures
that contain the sequence of
events that usually occur in
certain situations.
COGNITIVE STRATEGIES
- mental plans that we apply to manage
our thinking and behavior during
problem solving or learning.
COGNITIVE STRATEGIES
STUDENT-CENTERED
INSTRUCTION
COGNITIVE STRATEGIES
ACTIVATING PRIOR
KNOWLEDGE
COGNITIVE STRATEGIES

SOCIAL
INTERACTIONS
COGNITIVE STRATEGIES

PROBLEM
SOLVING
COGNITIVE STRATEGIES
COGNITIVE STRATEGIES
IMPORTANT TO CONSIDER IN
CONCEPT LEARNING
Using core knowledge
Integration of concepts across curriculum
Provision of an open ended curriculum
Provision of cognitive flexibility
Provision of cognitive apprenticeship
- refers to higher order thinking
that involve active control over
the thinking processes involved
in learning.
Metacognition
“the knowledge and control
children have over their own
thinking and learning activities.”

-Cross & Paris (1988)

 Metacognition
“awareness of one’s own thinking, awareness of the
content of one’s conception, as active monitoring of one’s
cognitive processes, an attempt to regulate one’s cognitive
processes in relationship to further learning, and an
application of a set of heuristics as an effective device for
helping people organize their methods of attacks in
general.”
-Hennessey (1999)
While there are some differences between
explanations of the term, the role of executive
processes in monitoring and regulation of
cognitive methods is emphasized.
Metacognition and
learning
Metacognition and
learning
Metacognition and
learning
Components of
metacognition

Metacognitive Knowledge
Metacognitive Regulation
Metacognitive Experiences
Components of
metacognition

Metacognitive Metacognitive
Metacognitive
Knowledge Regulation
Experiences
Components of
metacognition

3 types:

Declarative knowledge
Metacognitive Procedural knowledge
Knowledge Conditional knowledge
Essential skills
of metacognition Planning

Monitoring

Evaluating
Here are few simple examples strategies in
of metacognition in action:
metacognition
identifying one’s own learning style
and needs
planning for a task
gathering and organizing materials
arranging a study space and schedule
monitoring mistakes
evaluating task success
evaluating the success of any learning
strategy and adjusting
 strategies in
metacognition

Think aloud

Checklists,
Rubrics and
Organizers
 strategies in
metacognition

Explicit Teacher
Modeling

Reading
Comprehension
Be inspired to
learn every day.
Together, we can help each other
thrive in the classroom.
References
https://www.psychologynote
shq.com/metacognition/

https://inclusiveschools.org/
metacognitive-strategies/

Facilitating Human Learning