Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Catarman Northern Samar
Web: http://uep.edu.ph; Email: uepnsofficial@gmail.com

Module 1 Metacognition
:

April Fatima M. Sardeña

Part-Time Lecturer
First Semester, School Year 2021-2022
 FACILITATING
LEARNER-CENTERED
TEACHING

Part 1
Module 1: Metacognition
Take the challenge!
In this Module, challenge yourself to attain the following learning outcomes.

• Explain metacognition in your own words.

• Apply metacognitive strategies in your own quest for learning as a novice or an expert
learner.

Introduction
Metacognition is such a long word. What does it mean? You will find this out in
this module.

Advance Organizer

Metacognition

“Thinking about Thinking”

Metacognition and Metacognition Application of Learners who do not

development Knowledge Metacognition use metacognition
variables lead one to be an remain to be novice
expert learner learners
Person Variables
Teaching Strategies to
Develop Task Variables Characteristics of Characteristics of
Metacognition Expert Learners Novice Learners
Strategy
Variables
Explain
What is metacognition? When you sense that you are experiencing some difficulty with
a topic you are studying, and you try out different strategies to learn better, you are practicing
metacognition.
The term “metacognition” was coined by John Flavell. According to Flavell (1979, 1987)
metacognition consists of both metacognitive knowledge and metacognitive experiences or
regulation. Metacognition, simply put is “thinking about thinking” or “learning how to learn”.it
refers to higher order thinking which involves active awareness and control over the cognitive
processes engaged in learning. Flavell further divides metacognitive knowledge into three
categories: knowledge of person variables, task variables and strategy variables.
Person Variables. This include how one views himself as a learner and thinker. For
example, you may be aware that you study more effectively if you study very early in the
morning than late in the evening.
Task Variables. Includes about the nature of the task as well as the type of processing
demands that it will place upon the individual. For example, you may be aware that it takes
more time for you to read and comprehend a book in educationa l philosophy than it is for you
to read and comprehend a novel.
Strategy Variables. This involves awareness of the strategy you are using to learn a topic
and evaluating wether this strategy is effective.

• Meta-attention is the awareness of specific strategies so that you can keep your
attention focused on the topic.
• Meta-memory is your awareness of memory strategies that work best for you.

Metacognitive Strategies to Facilitate Learning

The challenge to future teachers like is to integrate more activities that would build your
students’ capacity to reflect on their own characteristics as learners (self-knowledge), the task
they are to do (task knowledge) and strategies that they can use to learn (strategic knowledge) .
Metacognition involves knowledge and skills.
Example of teaching strategies to develop metacognition:
1. Have students monitor their own thinking and learning.
2. Teach students study or learning strategies.

TQLR- a metacognitive strategy before listening to a story or presentation.

T is for Tune in. It is important for learner to pay attention.
 Q is for Question. The learner is given question or he thinks of questions about what he
will learn soon.
L is for Listen. The learner intentionally exerts effort to listen.
R is for Remember. The learner uses ways or strategies to remember what was learned.
PQ4R- strategy used to study a unit or chapter.
P is for Preview. Scan the whole chapter.
Q- Question. Read the guide questions provided.
R-Read. Find out the meaning of words that are not clear to you.
R-Recite. Work on answering the questions.
R-Review. Pinpoint topics you may need to go back to.
R-Reflect. Think about what you read.
3. Have students make predictions about information based on what they read.
4. Have students relate ideas to existing knowledge structure.

5. Have students develop questions.

6. Help students to know when to ask for help.
7. Show students how to transfer knowledge, attitudes, values, skills to other situations.

Novice and Expert Learners

Differences between Novice and Expert Learners

Aspect of learning Novice Learners Expert Learners

Knowledge in different • Have limited • Have deeper

subject areas knowledge in the knowldeg in different
different subject subject areas because
areas they look for
interrelationships in
the things they learn
Problem Solving • Satisfied at just • First try to
scratching the understand the
surface; hurriedly problem, look for
boundaries, and