Rebus Puzzle

Let’s activate your brain cells!

Ready?
1.
 1.
Scrambled
eggs
2.
 2.
Mixed emotions
 3.
Split
personality
4.
 4.
Ice cube
5.
 5.
Read between the
lines
6.
 6.
Summary
7.
 7.
Moral support
8.
 8.
What must come up
must come down
9.
 9.
Long time no see
10.
 10.
Overseas travel
Understanding
Metacognition:
Learning to Learn
RONILO P. ANTONIO, MS, LPT
Bulacan State University, City of Malolos
Email: ronilo.antonio@bulsu.edu.ph
 Outline

Concept of Importance of Principles of Information

Processing and
Metacognition Metacognitive Skills
Metacognitive Strategies
• Who are you travelling with?
• When do you want to travel?
• Where do you want to go?
• Why are you traveling?
• What type of accommodation
do you want?
• How are you going to get
there?
 When learning, do
you consider.....
r t?
l l I sta Were my
w i
How strategie
s
effective
?
a pp roac h
How will I
this task? I d o
t c a n
Wha p rove
y t o i m
re n t l
h e r i gh t diffe r k?
m I o n t my w o
A
track?
 Metacognition
(Flavell, 1997)

“awareness of, and

reflection upon one’s own
cognitive process”
“thinking about thinking”
 Metacognition
Metacognition refers to one’s knowledge
concerning one’s own cognitive processes
or anything related to them,

For example, I am engaging in

metacognition if I notice that I am having
more trouble learning A than B; if it
strikes me that I should double check C
before accepting it as fact. (Flavell, 1976)
Metacognition

“learning how to learn”

 Metacognition
Metacognition

Metacognitive Metacognitive
Knowledge Regulation

Declarative Procedural Conditional

Planning Monitoring Evaluating
Knowledge Knowledge Knowledge

(Schraw and Moshman, 1995)

 Metacognitive Knowledge
(Brown, 1987; Jacobs and Paris, 1987).

Declarative Procedural Conditional

Knowledge Knowledge Knowledge
Knowing what Knowing how Knowing when
and why
Metacognitive Regulation
(Jacobs and Paris, 1987; Kluwe, 1987).

Planning

Evaluating Monitoring
 Metacognitive Regulation
Regulatory Checklist (RC) (Schraw and Brooks 1999).

Planning Monitoring Evaluating

1. Do I have a clear 1. Have I reached my

1. What is the nature of
understanding of what goal?
the task?
am I doing? 2. What strategies
2. What is my goal?
2. Does the task make worked?
3. What kind of
sense? 3. What strategies didn’t
information and
3. Am I reaching my goals? work?
strategies do I need?
4. Do I need to make 4. Would I do things
4. How much time and
changes? differently next time?

resources will I need?




 WHAT IS YOUR
BLEPT GOAL?
My Target BLEPT Rating
My Target BLEPT Rank

Your Name and SIgnature

Start Date of Review

Metacognitive Regulation
 Metacognition in Student Learning
Individuals with well-developed
metacognitive skills can think
through a problem or approach
a learning task, select
appropriate strategies, and
Planning make decisions about a course
of action to resolve the
problem or successfully
perform the task.

They often think about their

Evaluating Monitoring own thinking processes, taking
time to think about and learn
from mistakes or inaccuracies.
Metacognition in Student Learning
Information Processing
Principles and
Metacognitive
Strategies

https://daizeabdao.wordpress.com/2015/03/22/on-information-processing-theories-teaching-and-learning-strategies/
 Attention
Principle Learning Strategy

★ Minimize or eliminate distraction.

★ Find a study area conducive for

learning.

Attention ★ Focus on your study materials.

(focusing in order to
effectively process ★ Pay extra attention to difficult
information: can be selective, information.
divided, sustained or
executive) ★ Get enough sleep to sharpen your
senses.
https://www.skillshare.com/classes/Note-Taking-Essentials-How-to-Keep-Organized-and-Effective-Notes/18265272
 Encoding
Principle Learning Strategy

★ Tap all your senses in studying.

Link your lessons with what you
see, hear, smell, taste or feel.

Encoding ★ Structure study materials; organize

(inputting information into long your notes.
term memory LTM)
★ Avoid cramming.
 Rehearsal
Principle Learning Strategy

★ Review.

★ Do practice exercises.

Rehearsal ★ Assess yourself by answering guide

(repeating information questions.
verbatim, either
mentally or aloud) ★ Peer tutorials. Teach each other.
Repetition

● Properly spaced repetition

will increase the amount of
information.

● Tip: Do repetition when you

feel the information is
slipping away.
 Priming
Principle Learning Strategy

★ Relate lessons to your personal experiences.

★ Relate new information to concepts that you

already know.

★ Construct images related to the lesson.

Priming
(making meaningful ★ Use graphs, pictures, flowcharts, diagrams,
connections of ideas; etc.
linking new concepts
with existing ones) ★ Use memory enhancers (e.g. Mnemonics,
Acronyms; codes; songs; etc.)
Visualization
Visualization
Visualization
Mnemonics
SPECIAL COFI OA PALAGI
Mnemonics
Mnemonics
BLEPT Actual Item:

In taxonomy, how many levels of classification are there?

a. 5
b. 6
c. 7
d. 8
Mnemonics
BLEPT Actual Item:

In taxonomy, how many levels of classification are there?

a. 5
b. 6
c. 7
d. 8
Mnemonics
Mnemonics
Mnemonics
Mnemonics
BLEPT Actual Item:

What is the mass number of an atom of Berkelium that has 97

protons, 97 electrons and 150 neutrons?
A. 53
B. 194
C. 97
D. 247
Mnemonics
BLEPT Actual Item:

What is the mass number of an atom of Berkelium that has 97

protons, 97 electrons and 150 neutrons?
A. 53
B. 194
C. 97
D. 247
Association

Making sense of abstract and

technical terms to make them
easier to remember

StalaCticte

StalaGmite
Association
 Clustering
Principle Learning Strategy

★ Organize related information into groups;

group similar concepts.

★ Use outlines; tables; bullets; arrange

according to categories or hierarchy.
Clustering
(categorizing
★ Organize notes and study materials.
information)
Mindmapping
 Chunking
Principle Learning Strategy

Chunking
(organizing big information into
smaller related groups for better
memory retention)
★ Categorize/group related
information; organize your files
into smaller manageable
chunks.
★ Use color coded markers for
reading materials.
★ Make tables, bulleted lists in
organizing information.
 Complex Cognition
Principle Learning Strategy

★ Identify how and when you learn best.

★ Reflect on your strengths and weaknesses

in learning.

Complex Cognition ★ Apply the learning style that works best

(imaging, decision for you.
making, metacognition,
self -regulation, ★ Get motivated. Commit to finish the task.
motivational strategies)
Story Method
Reflective Log
THANK YOU!
ronilo.antonio@bulsu.edu.ph
 Metacognitive-enhanced Review Program
in BLEPT Survey: https://forms.gle/PLXD6G1oubpNqRFLA

The main objective of the study is to investigate the effectiveness of the metacognitive-enhanced board
Purpose licensure examination review program in improving pre-service teachers’ (PSTs) performance in Professional
Education and metacognitive learning skills.

Pre-implementation:
● PSTs will answer the following: 1) Pretest in Professional Education; 2) Metacognitive Awareness Inventory

Implementation
● PSTs will actively participate in the review sessions, complete the necessary assessments (e.g. posttest)
Procedures and accomplish mind maps or reflective logs after each session.

Post-implementation
● PSTs will answer the following: 1) Posttest in Professional Education; 2) Metacognitive Awareness Inventory
● Some PSTs will be invited to answer structured interview questions.

Participation in the study can facilitate and improve your performance in Professional Education and
Potential Benefits
metacognitive skills.

Risks No risks identified in the study.

The information that will be obtained in this study will be used for research purpose only. Strict
Confidentiality confidentiality shall be observed. No individual or personal information will be identified in any of the
publications and public dissemination activities.