Metacognition

The term “ ” was coined

by John Flavell.

According to Flavell (1979, 1987),

metacognition consists of both
metacognitive knowledge and
metacognitive experiences or regulation.
● Metacognition also involves knowing yourself
as a learner; that is, knowing your strengths
and weaknesses as a learner.

● Metacognitive processes can be applied to

learning and thinking in all disciplines and
contexts. It is an essential skill for life-long
learning, and therefore, metacognitive skills
need to be taught and discussed with
students.
 Metacognition is often
considered to have two dimensions:
metacognitive knowledge and
metacognitive regulation.
Metacognitive Knowledge
● Metacognitive knowledge refers to what learners
know about learning. This includes:

● the learner’s knowledge of their own cognitive

abilities.

● the learner’s knowledge of particular tasks.

● the learner’s knowledge of different strategies that

are available to them and when they are appropriate
to the task
 Metacognitive Regulation
● Metacognitive regulation refers to what learners do about
learning.
● It describe how learners monitor and control their cognitive
process

METACOGNITIVE PHASES :
* Planning
* Monitoring
* Evaluation
* Reflection
 Metacognitive Regulation
● During the planning phase, learners think about the learning goal
the teacher has set and consider how they will approach the
task and which strategies they will use.

● During the monitoring phase, learners implement their plan and

monitor the progress they are making towards their learning
goal.

● During the evaluation phase, students determine how succeful

the strategy they used was helping them to achieve their
learning goal.

● Reflection- encouraging learners to self-question throughout the

process will support this reflection
 Four levels of Metacognitive Learners
● Tacit learners are unaware of their metacognitive knowledge. They do
not think about any particular strategies for learning and merely accept
if they know something or not.

● Aware learners know about some of the kinds of thinking that they do
such as generating ideas, finding evidence etc. However, thinking is not
necessarily deliberate or planned.

● Strategic learners organise their thinking by using problem-solving,

grouping and classifying, evidence- seeking and decision-making etc.
They know and apply the strategies that help them learn.

● Reflective learners are not only strategic about their thinking but they
also reflect upon their learning while it is happening, considering the
success or not of any strategies they are using and then revising them as
appropriate.
Metacognitive Strategies
● Pre-Assessments

Encourage students to examine

their current thinking. Ask students to
● Retrospective Post-Assessments
answer questions, such as, what do I already
know about this skill/topic that would help
Reveal student thinking processes and
guide learning?
areas of difficulty and help student to
recognize the concept change.
● The "Why" and "How" Questions
Reveal student thinking processes and areas
of difficulty.

* Learning Journals- allow students to

monitor thier own thinking
Benefits of Metacognition in
Learning
● Higher Achievement Levels for
the students
● Increased ability to learn
independently
● Improved resilience
● Transferable knowledge
● Cost-effectiveness
● Emotional and Social Growth
 Activity 1
21st Century learners

1. Which part of this era are new to me, and

which parts do I recognize?
2. What stands out to me?
3. How does this connect with what I already
know?
4. Is this idea important to me, to others?
why or why not
5. what does this remind me of?
Three critical steps to teaching
metacognition
● Teaching students that their
ability to learn is mutable.
● Teaching planning and goal setting
● Giving students opportunities
to practice monitoring their learning
and adapting as necessary
Assignment:
● LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES

● EDUCATIONAL PSYCHOLOGIST AND

THEIR CONTRIBUTION

● LEARNER-CENTERED ADVOCATES
AND ADVOCACIES