GOOD MORNING

METACOGNITION
 METACOGNITION
The term “metacognition” was coined by John Flavell.
• According to Flavell (1979-1987), metacognition
consist of both metacognitive knowledge and
metacognitive experiences or regulation.
 METACOGNITION
- “ thinking about thinking” or “ learning how to
learn”
- Refers to higher order thinking which involves active
awareness and control over the cognitive processes
engaged in learning.
METACOGNITIVE
KNOWLEDGE
-Refers to acquired knowledge about
cognitive processes, knowledge that can
be used to control cognitive processes.
3 Categories of
Metacognitive
Knowledge
1. Personal Variables
- Include how one views himself as a learner and thinker.
- Knowledge of person variables refer to knowledge about
how human beings learn and process information, as well as
individual knowledge of one’s own learning processes.
2. Task Variables
- Include knowledge about the nature of the task as well as
the type of processing demands that it will place upon the
individual.
- Is about knowing what exactly needs to be accomplished,
gauging its difficulty and knowing the kind of effort it will
demand.
3. Strategy Variables
- Involves awareness of the strategy you are using to learn a topic and
evaluating whether this strategy is effective.

• META-ATTENTON
-The awareness of specific strategies so that you can keep your attention
focused on the topic or task at hand.

• METAMEMORY
- Is your awareness of memory strategies that work best for you.
Omrod, includes the following in the practices of
metacognition
• Knowing the limits of one’s own learning and memory capacities
• Knowing what learning task one can realistically accomplish within
a certain amount of time
• Knowing which learning strategies are effective and which are not
• Planning an approach to learning task that is likely to be sucessful
• Using effective learning strategies to process and learning new
material
• Monitoring one’s own knowledge and
comprehension. In other words, knowing when
information has been successful learned and when
its not
• Using effective strategies for retrieval of previously
stored information.
• Knowledge is said to be metacognitive if it if keenly
used in a purposeful manner to ensure that a goal is
met.
Huitt believes that metacognition includes the ability to
ask and answer the ff. types of question;
• What did I know about this subject, topic, issue?
• Do I know what I need to do now?
• Do I know where I can go to get some information, knowledge?
• How much time will I need to learn this?
• What are some strategies and tactics that I can use to learn this?
• Did I understand what I just heard, read or saw?
• How will I know if I am learning at an appropriate rate?
• How can I spot an error if I make one?
• How should I revise my plan if its not working to my expectations/satisfaction?
 METACOGNITION DEVELOPMENT
- Research such as that of Fang and Cox showed that
metacognitive awareness was evident in preschoolers and in
student as young as eight years old. Child already may
have the capacity to be more aware and reflective of their
own learning. However, not may have been taught and
encourage to apply metacognition.
Teaching strategies to develop metacognition;
• Have student monitor their own learning and thinking
• Have students learn study strategies
• Have students makes predictions about information to be presented next
based on what they have read
• Have students relate ideas to existing knowledge structures.
• Have students develop question; ask question of themselves, about what’s
going on around them.
• Help students to know when to ask for help.
• Show students how to transfer knowledge, attiudes, values, skills to other
situations or task.
 NOVICE AND EXPERT LEARNERS
- In the last twenty years, cognitive psychologists have studied the
distinctions among learners in the manner they absorb or process
information. They were able to differentiate expert learners from
novice learners. A very important factor that separate these two
types of learners mentioned is metacognition. Expert learners
employed metacognitive strategies in learning. They were more
aware of their learning process as they read, studied and did
problem solving. Experts learners monitored their learning and
consequently adjusted their strategies to make learning more
effective.
DIFFERENCES BETWEEN NOVICE AND EXPERT LEARNERS
Aspects of Learning
Knowledge in different subject
Problem solving
Learning/thinking Strategies
Selectively Processing
Novice Learning
-have limited knowledge in the
different subject areas
-satisfied at just scratching the
surface; hurriedly gives a solution to
the probem
- Employ rigid strategies that may
not be appropriate to the task at
hand
- Attempts to process all information
they recieve
Expert Learning
-have a deeper knowledge in
different subject areas because they
look for interrelationships in things
they learn
- First try to understand the problem,
look for boundaries, and create a
mental picture of the problem
- Design new strategies that would
be appropriate to the task at and
- Select important information to
process; able to breakdown
information