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Prof. Joanna Veneracion
METACOGNITION
 was coined by John Flavell
 consist of both metacognitive knowledge and metacognitive
experiences or regulation.
 Is “thinking about thinking” or l”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.
 Awareness and understanding of one's own thought processes.
Metacognition is broken down into three components:
1.Metacognitive Knowledge
Metacognitive knowledge involves (a) learning processes and your
beliefs about how you learn and how you think others learn, (b)
the task of learning and how you process information, and (c)
the strategies you develop and when you will use them. Let us say
you have to learn a new language in 6 months. Here is how you
would think about it, using metacognitive knowledge:
3Categories of Metacognitive knowledge according to Flavell
a. Personal Variables – includes how one views himself as a
learner and thinker. Refers to knowledge about how human
beings learn and process information, as well as individual
knowledge of one’s won learning processes.
b. Task Variables – includes knowledge about the nature of the
task as well as the type of processing demands that it will
place upon the individual. It is about knowing what exactly
needs to be accomplished, gauging its difficulty and
knowing the king of effort it will demand from you.
c. Strategy Variable – involves awareness of the strategy you
are using to learn a topic and evaluation whether this
strategy is effective. Meta-attention – is the awareness of
specific strategies so that you can keep your attention
focused on the topic or task at hand. Meta-memory is your
awareness of memory strategies that work best for you.
2. Metacognitive Experience
Arnold Bennett, a British writer, said that one cannot have
knowledge without having emotions.Bennett (1933). In
metacognition, there are feelings and emotions present that are
related to the goals and tasks of learning. These components of
metacognition speaks to metacognitive experience, which is your
internal response to learning. Your feelings and emotions serve as a
feedback system to help you understand your progress and
expectations.
Critical to metacognition is the ability to deliberately foster a
positive attitude and positive feelings toward your learning.
3. Metacognitive Strategies
Metacognitive strategies are what you design to monitor your
progress related to your learning and the tasks at hand. It is a
mechanism for controlling your thinking activities and to ensure you
are meeting your goals.
https://saylordotorg.github.io/text_leading-with-cultural-intelligence/s06-02-what-is-
metacognition.html
Metacognitive strategies to facilitate learning
SQ3R is an abbreviation to help you remember the steps and to
make references to it simpler. The symbols stand for the steps
followed in using the method: Survey, Question, Read, Recite,
and Review.
1. SURVEY: (before class) Read the following:This survey should take no
more than 10-25 minutes, even on the longest chapter. The purpose
of surveying the chapter is to get a general idea of what it is going
to be about, what kind of information the author gives, how many
sub-topics the information is broken down into, and how much time
you will have to spend reading it.
2. QUESTION: (before class) Turn each boldfaced heading into a
question by using one of the following words: who, what, where,
when, why, or how.
The reason for creating a question out of each heading is to set a
purpose for reading the material in more detail. When you are
reading to find the answer to a specific question, you are reading
actively
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Prof. Joanna Veneracion

3. READ: (after class)

Actively read the section of the text accompanying the heading for PQ4R – for older students, intermediate levels onwards.
an answer to the question you asked yourself in step 2. The answer P – Preview. Scan the whole chapter before examining on each
will usually be made up of the main idea(s) of the paragraph(s) and paragraph. Look for outlines of advance organizers that will give
the supporting details. Read the section to find the answer. The you an idea about the important topics and ideas in the chapter.
purpose of reading is to find the answer to your question.
Q – Question. Read the guide questions provided or think of your
4. RECITE: (after class) own questions about the topic.
Recite the answer to each question to yourself. Put the answer into
R – Read. Check out sub headings as you read. Pay attention of
your own words, or rephrase the author's words. Write the questions
words that are printed in bold or italicized. Mark word that are not
in your notebook along with a few key words or phrases that
clear to you.
summarize the answer. The purpose for doing this is to help you
think about and understand what you have read. When you rewrite R – Recite. Work on answering the questions you had earlier.
or rephrase what you read, your comprehension and retention will R – Review. Pinpoints topics you may need to go back and read in
improve. order to understand better.
5. REVIEW: (before next class) R – Reflect. Think about what you read.
To review, cover the answers and ask yourself the questions. If you Aspect of Learning Novice Learners Expert Learners
can't answer the question, look at your notes and test yourself
again. Once you are sure you know and understand the question Knowledge in Have limited knowledge in Have deeper knowledge
different subject the different subject areas in different subject areas
and answer, check it off. The purpose for reviewing is to help you
areas because they look for
prepare for the eventual test. interrelationships in the
TQLR – taught to younger students (primary garades) things they learn
T – Tune in. It is first important for the learner himself to be aware Problem solving Satisfied at just scratching First try to understand the
that he is paying attention, and that he is ready to learn the surface; hurriedly gives problem, look for
a solution to the problem boundaries and create a
Q – Question. The learner is given question or he thinks of questions mental picture of the
about what he will soon learn. problem
Learning/thinking Employ rigid strategies that Design new strategies that
L – Listen. The learner then intentionally exerts efforts to listen. He strategies may not be appropriate to would be appropriate to
becomes aware if he is momentarily detracted and goes back to the task the task
listen again.
Selectivity processing Attempt to process all Select important
R – Remember . The learner uses ways or strategies to remember information they receive information to process
what was learned. Production output Do not examine the quality Check their errors and
of their work; nor stop to redirect their efforts to
make revision maintain the quality
output
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Prof. Joanna Veneracion

LCP (Learner-Centered Psychological Principles) Prepared by the Learner-Centered Principles Work Group of the
American Psychological Association's Board of Educational Affairs
(BEA), November 1997

Background
 Research in psychology relevant to education has been
particularly informative.
 Advances in our understanding of thinking, memory, and
cognitive and motivational processes can contribute directly
to improvements in teaching, learning, and the whole
enterprise of schooling
 Educators concerned with the growing problems of school
dropout, low levels of academic achievement, and other
indicators of school failure are arguing for more learner-
The LCP (Learner-Centered Psychological Principles) were put
centered models of schooling
together by the American Psychological Association. Focus on
 The LC principles are consistent with more than a century of
psychological factors that are primarily internal to and under the
research on teaching and learning.
control of the learner rather than conditioned habits of
 Learner-centered psychological principles provide a
physiological factors.
framework for developing and incorporating the
The principles are intended to deal holistically with learners in the
components of new designs for schooling.
context of real-world learning situations. Thus, they are best
 These principles emphasize the active and reflective nature
understood as an organized set of principles; no principle should be
of learning and learners
viewed in isolation.
 Educational practice will be most likely to improve when the
14 principles are divided into those referring to (1) cognitive and
educational system is redesigned with the primary focus on
metacognitive, (2) motivational and affective, (3) developmental
the learner
and social, and (4) individual difference factors influencing learners
 LCP provides a framework that can contribute to current
and learning. Finally, the principles are intended to apply to all
educational reform and school redesign efforts
learners—from children, to teachers, to administrators, to parents,
 The 14 psychological principles pertain to the learner and
and to community members involved in our educational system.
the learning process
 LCP focus on psychological factors that are primarily internal
to and under the control of the learner rather than
conditioned habits or physiological factors
 LCP also attempt to acknowledge external environment or
contextual factors that interact with these internal factors
 Cognitive and Metacognitive Factors – (6 principles)
 Motivational and Affective Factors – (3 principles)
 Developmental and Social Factors – (2 principles)
 Individual Differences Factors – (3 principles)

I. COGNITIVE AND METACOGNITIVE FACTOR
1. Nature of Learning Process
the learning of complex subject matter is most effective when it is
an international process of constructing meaning from information
and experience.
2. Goals of the Learning Process
the successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of
knowledge.
3. Construction of Knowledge
the successful learner can link new information with existing
knowledge in meaningful ways.
Knowledge widens and deepens as students continue to build links
between new information and experiences and their existing
knowledge base.
4. Strategic Thinking
the successful learner can create and use a repertoire of thinking
and reasoning strategies to achieve complex learning goals.
Successful learners use in their approach to learning reasoning,
problem solving, and concept learning.
5. Thinking about thinking
Successful learners can reflect on how they think and learn, set
reasonable learning or performances goals, select potentially
appropriate learning strategies or methods, and monitor their
progress towards these goals.
6. Context of Learning
Learning is influenced by environmental factors, including culture,
technology and instructional practices.
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Prof. Joanna Veneracion
II. MOTIVATIONAL AND AFFECTIVE FACTOR
7. Motivational and emotional influences on learning
the rich internal world of thoughts, beliefs, goals, and expectation
for success or failure can enhance or interfere with the learner’s
quality of thinking and information processing.
8. Intrinsic motivation to learn
Intrinsic motivation is stimulated by tasks of optimal novelty and
difficulty, relevant to personal interests, and providing for personal
choice and control.
9. Effects of motivation on effort
Effort is another major indicator of motivation to learn. The
acquisition of complex knowledge and skills demands the
investment of considerable learner energy and strategic effort,
along with persistence over time.
III. DEVELOPMENTAL AND SOCIAL FACTOR
10. Developmental influences on learning
learning is most effective when differential developmental within
and across physical, intellectual, emotional, and social domains is
taken into account.
Individuals learn best when material is appropriate to their
developmental level and is presented in an enjoyable and
interesting way.
11. Social influences on learning
Learning can be enhanced when the learner has an opportunity to
interact and to collaborate with others on instructional tasks.
IV. INDIVIDUAL DIFFERENCES FACTOR
12. Individual differences in learning
Individuals are born with and develop their own capabilities and
talents.
Educators need to help students examine their learning preferences
and expand or modify them, if necessary.
13. Learning and diversity
the same basic principles of learning, motivation, and effective
instruction apply to all learners.
14. Standards and assessment
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Prof. Joanna Veneracion

Assessment provides important information to both the learner and

teacher at all stages of the learning process.

Alexander and Murphy summarized the 14 principles and distilled

them into five areas:
1. The knowledge base
One’s knowledge serves as the foundation of all future learning.
2. Strategic processing and control
Learners can develop skills to reflect and regulate their thoughts
and behaviors in order to learn more effectively.
3. Motivation and affect
Factors such as intrinsic motivation, reasons for wanting to learn,
personal goals and enjoyment of learning tasks all have a crucial
role in the learning process.
4. Development and Individual Differences
Learning is a unique journey for each person because each learner
has his own unique combination of genetic and environmental
factors that influence him.
5. Situation or context
Learning happens in the context of a society as well as within an
individual.

https://cmcacalda19.wordpress.com/2017/10/23/14-learner-centered-principle/