Module 1: LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

At the end of the lesson, you should be able to attain the following:

a. define Metacognition;
b. explain the significance of metacognition in student learning; and
c. apply the concept of metacognition through a simple remembering activity

Introduction to the Module

We will start this course with Module 1 which focuses on Metacognition. You are going to learn its
concept and importance in facilitating learning. Let us look into the first topic of Facilitating Learning.

ENGAGE:

For 5 minutes, try to recall your past study habits inas a high school student. What were your strategies in
learning a certain subject or topic? How do you cope with the subject that you find difficult to deal with?
What is your best way of studying lessons? Write your experiences below and share it with the class in a
while.

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EXPLAIN

The Concept of Metacognition

John Flavell (1987) created the term "metacognition” and defined it as a concept made up of two
components: metacognitive knowledge and metacognitive experiences.  Simply described, metacognition
is "thinking about thinking" and "learning how to learn." It is a term that refers to higher-order thinking
that entails active awareness and control of the cognitive processes that occur during learning (Lucas and
Corpuz, 2020). Metacognitive knowledge is knowledge obtained about cognitive processes that can be
utilized to control cognitive processes. Flavell further categorizes metacognitive knowledge into three
categories: knowledge of person variables, task variables, and strategy variables.
 a. Person Variables. This involves one's self-perception as a student and thinker. Knowledge of
individual variables encompasses both general knowledge about how humans learn and process
information and specific knowledge about one's own learning processes. For instance, you may
be aware that you study more efficiently early in the morning than late at night, and that you work
better in a quiet library rather than at home, where there are several distractions.
b. Task Variables. Knowledge of task variables entails an understanding of both the task's nature
and the processing demands it will impose on the individual. It's about determining precisely
what has to be completed, assessing its difficulty, and determining the level of work required of
you. For instance, you may be aware that reading and comprehending a book on educational
philosophy takes longer than reading and comprehending a novel.
c. Strategy Variables. Knowledge of approach variables is being aware of the strategy you are
employing to learn a subject and evaluating its effectiveness. If you believe your technique is
ineffective, you might brainstorm alternative tactics and test one to see if it helps you learn more
effectively. Meta-attention and meta-memory are terms that refer to strategy variables. Meta-
attention refers to the awareness of specific tactics for maintaining focus on the issue or work at
hand. Meta-memory is the awareness of your preferred memory strategies. Each of these three
variables interacts with the other as you acquire and utilize metacognition.

Metacognitive Strategies for Learning Facilitation

Metacognitive awareness was demonstrated in preschoolers and pupils as young as eight years old,
according to research conducted by Fang and Cox. Children are already capable of becoming more self-
aware and reflective about their own learning. Few, on the other hand, have been trained and encouraged
to use metacognition.
Thus, the task for future educators such as yourselves is to incorporate more. Activities that help your
students think on their own qualities as learners (self-knowledge), the tasks they will be performing (task
knowledge), and the techniques they can use to learn (strategic knowledge). Bear in mind that
metacognition is similar to any other skill you will teach. Metacognition entails the acquisition and
mastery of knowledge and skills by you and your students.

The following are some examples of instructional practices for metacognition development:

1. Encourage students to keep a close eye on their own learning and thinking. (For instance, have a
student supervise another student's learning/thinking/behavior in a dyad.) Teach pupils study or
learning skills.

2. Teach the students on learning strategies

You can use the TQLR – You can use this strategy for younger learners (commonly in the primary
grade).It can be used before reciting a story or presentation.

 T -The letter T stands for Tune in. It is critical for the learner to first recognize that he is
paying attention and is prepared to learn.
 The letter Q stands for Question. The student is either given questions or generates his
own concerns about what he is about to learn.
 The letter L stands for Listen. The learner then makes a conscious effort to listen. If he
becomes distracted for a brief while, he returns to listening.
 R stands for Remember. The student use methods or tactics to keep in mind what was
taught.

PQ4R-This is typically reserved for more advanced students at the intermediate level and above.
This technique is employed when studying a unit or chapter.

 P Preview. Scrutinize the entire chapter prior to delving into each paragraph. Consider
the objectives. Look for chapter outlines or advance organizers that will help you get a
sense of the chapter's major topics and ideas. Read the chapter summary first. (However,
please do not stop at the summary. No, this is not a good idea. Take the time to read the
entire chapter!))
  Q-Question. Read the suggested guide questions or create your own.
 R-Reading. While reading, keep an eye out for subheadings. Keep an eye out for
Italicized or bolded words. Determine the meaning of unfamiliar words. Utilize a marker
or a colored pencil to emphasize key words or phrases. (Do not underline the entire
paragraph!)
 R- Recite. Concentrate on responding to the questions you posed earlier.
 R - Review. Determine which topics you may need to revisit and reread in order to gain a
better understanding.
 R-Reflect. Consider what you've read. Are you certain that you understand everything?
What were the most significant points you discovered? How is this possible? Is it
pertinent or useful to you?

3. Based on what they have read, have students make predictions about the information that will be
presented next.
4. Instruct students to connect concepts to pre-existing knowledge structures.
5. Encourage students to generate questions; inquire about themselves what is occurring in their
immediate vicinity.
6. Teach students when to seek assistance.
7. Demonstrate to students how to transfer knowledge, attitudes, values, and skills to new situations
other circumstances, or tasks.

ELABORATE:

Try This: Look for a pair in your class and assess if he or she possesses basic metacognitive skills in
learning. Apply the activity below to test his/her metacognitive skills.

Instructions:
a. Prepare a list of 15 unrelated words but are suited for their reading and speaking level (college
level).
b. Inform your partner that you will recite the words slowly and he/she must listen carefully because
it will be repeated by the child after.
c. You must recite the words slowly.
d. Ask him/her to repeat the words you said as long as they can remember
e. After the activity, ask your pair the following questions:
 i. How many words can you remember?
ii. What did you do to remember the words? Did it work?
iii. Are you good at remembering? Why?
iv. What should you do next time to improve your remembering skills?

EVALUATE:

Answer the following questions briefly and in 4-6 sentences. Each question is 6 points each with the
following rubric: (Content – 3pts, Organization of Ideas – 2pts, Grammar and Punctuation – 1pt.).

1. Define metacognition and provide a scenario of a learner who has practiced metacognition.
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2. Based on the activity you did with the child, what is the importance of metacognition in learning?
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Further Readings:

Characteristics of Learners Practicing Metacognition (Omrod, 2008):

 Knowing the limitations of one's own capacity for learning and recollection
 Knowing what educational tasks one may reasonably do in a given period of time
 Knowing which instructional tactics are effective and which are ineffective
 Developing a strategy for completing a learning task that is likely to be successful
 Utilizing effective learning strategies to process and learn a new material

 Maintaining awareness of one's own knowledge and comprehension. Determining when

knowledge has been acquired successfully and when it has not
 Using effective ways for retrieving previously saved knowledge
 Metacognitive knowledge is defined as knowledge that is actively used in an intentional manner
to ensure that a goal is attained. For instance, a student may use knowledge to plan how to
complete homework: "I know that I (person variable) struggle more with science assignments
than English and enjoy Araling Panlipunan more (task variable), so I will complete my science
homework first, followed by Language Arts and Araling Panlipunan." If an individual is aware of
 his or her cognitive strengths and weaknesses and the nature of the task but does not use this
information to guide or supervise his or her own learning, no metacognition has occurred.

Questions asked by Learners who practice Metacognition (Huitt, 1997)

 What information do I have about this subject, topic, or issue?

 Do I understand everything I need to know?
 Am I aware of where I can obtain information or knowledge?
 How much time would it take for me to master this? • What are some techniques and approaches
that I might employ in order to acquire this knowledge?
 Am I certain that I comprehended what I just heard, read, or saw?
 How will I know if my rate of learning is appropriate? • How can I tell if I've made an error?
 How should I alter my plan if it is not performing to my satisfaction or expectations?

REFERENCES:

Slavin, R. (2010). Self-Checks – Who are Learners with Exceptionalities? Date Accessed: December 15,
2021. Retrieved from:
https://wps.ablongman.com/ab_slavin_edpsych_8/38/9954/2548262.cw/-/2548265/index.html

Ormrod, Jeanne E. (2004). Educational psychology: Developing learners 4 th Ed. New Jersey: Prentice-
Hall Inc.

Lucas and Corpuz (2020). Facilitating Learner-Centered Teaching 5 th Ed. Lorimar Publishing, Inc.
Quezon City.

Huitt, W. (1997). Metacognition Educational Psychology Interactive. Valdosta: Valdosta State

University.