Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

AJUY CAMPUS
Ajuy, Iloilo

Module 1
ELEMENTARY EDUCATION DEPARTMENT

INSTRUCTIONAL MODULE
PED 105

Facilitating Learner
Centered Teaching

Prepared by:
JOSELYN G. ARAMBOLA, MAEd
Instructor

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Student’s Name

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Course & Section

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 CHAPTER 2
Metacognition: Thinking About Thinking
Module 4
Lesson 1. Metacognition and Metacognitive
Knowledge

I. Introduction

Today, Facilitating learning is aimed at assisting learners in

acquiring expected competencies. In addition, the facilitation of
learning addresses the expected competencies to help them
understand their learning and thinking. Research findings have
shown that metacognitive thinking operates as a vital Skill to other
skills like problem-solving, creative thinking, and critical thinking. The
good news is that metacognition can be taught. In this chapter, you
will discover the nature of metacognition, its components, and how
metacognitive processes work in the classroom. In this chapter, you
are expected to explain metacognition and its components,
delineate the relationship between metacognitive knowledge and
metacognitive processes, and identify effective metacognitive
teaching strategies to facilitate learning.

II. Learning Outcomes

Upon completion of this module, you must have

After completing this lesson, you will be able to:

• explain the meaning of metacognition and metacognitive
knowledge;
• determine metacognitive knowledge required in a specific
competency; and
• Apply concepts learned in assessing your work and other's
output.

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 III. Discussion (Learning Content)

Definition of Metacognition
The term metacognition is attributed to Flavell. He described it
as knowledge concerning one cognitive processes and products or
anything related to them, e.g., the learning-relevant properties or
information and data." Furthermore, he referred to it as "the active
monitoring and consequent regulation and orchestration of these
processes concerning the cognitive objects or data on which they
bear, usually in the service of some concrete goal or objective"
(Flavell, 1976). Simply stated, metacognition is knowledge and
cognition about cognitive phenomena" (Flavel1, 1979). The meaning
metamorphosed into thinking about thinking," "knowing about
knowing," and "cognition about cognition."

Components of Metacognition
The elements of metacognition are metacognitive knowledge
and metacognitive regulation (Flavell, 2004). These two elements are
interrelated; the presence of the first one enhances the second
element.
Metacognitive knowledge (also called knowledge of cognition)
refers to "what individuals know about their cognition or cognition in
general" (Schraw, 2002). It involves three kinds of metacognitive
awareness, namely: declarative knowledge, procedural knowledge,
and conditional knowledge (see Figure 1).

Figure 1. Components of metacognitive knowledge

Declarative Knowledge Procedural Conditional

• Knowledge about
Knowledge Knowledge
things • Knowledge on
• Knowledge on
• Knowledge about when and why
how to do
one's Own abilities to apply
things
• Knowledge about cognitive acts
• Knowledge on
factors affecting • Knowledge on
how to execute
one's own when a strategy
skills
performance is appropriate

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 Declarative knowledge or personal knowledge is the learner's
knowledge about things.it also refers to the learner's understanding
of own abilities, and the knowledge about oneself as a learner and
of the factors moderate ones performance. This type of knowledge is
not always accurate as the learner’s evaluation of his or her
capabilities may be unreliable. For instance, that Manila is the
capital of the Philippine that oasis is the plural form oasis are
examples of declarative knowledge. That a learner has limited
information as to the semantic rules is also a declarative knowledge.

Procedural knowledge or task knowledge involves the

knowledge of how to do things and how skills or competencies are
executed. The assessment on the learner's task knowledge includes
what Knowledge is needed (content) and the space available to
communicate what is known (length). A learner given a problem-
solving task, for instance, knows that prerequisite information and
prior skills are necessary to be recalled and readily executed at the
given time to solve the problem. Such knowledge gives confidence
in working with the problem.

Conditional knowledge or strategy knowledge refers to the

ability to know when and why various cognitive acts should be
applied. It involves using strategies to learn information (knowing
how to know) as well as adapting them to novel contexts (knowing
when a strategy is appropriate). This knowledge is evident in a
learner who seeks the help of a school nurse to make a report on the
communicable diseases prevalent in the community as well as this
learner's knowledge that the best way to gather the information is to
interview a nurse and to go over the health records of the Municipal
Health Office of the town.

Metacognitive knowledge is the result of an individual's

metacognitive experiences. Flavell (1979) explained them as
experiences that "an individual has through which knowledge is
attained, or through regulation occurs." A learner who obtained low
scores in knowledge and skills test becomes aware that he or she

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has low declarative and procedural knowledge. In contrast, a
learner who has always scored highest in both the content and skills
tests has strong confidence in his adequacy of knowledge in the
subject.

Similarly, metacognitive knowledge depends so much on the

learner metamemory, the knowledge of what memory is, how it
works, and how to remember things. Through instruction and
individual effort, metamemory develops over time. For instance,
Learners who have been taught how to organize information and
use rehearsal strategies have richer metamemory. They can retrieve
declarative procedural and conditional knowledge when required
by the task.

EXPERIENCE

Metacognitive thinking among learners provides avenues for them

to learn more. Two aspects of metacognitive instruction is content
knowledge (concepts, facts, procedure) and strategic knowledge,
heuristic, metacognitive, learning). It is essential that to think through
process, learners must the content knowledge to think about
something. One also needs to have a heuristic (short cut) or
algorithm (formula) to follow in developing the skill (Medina et al.,
2017). Instruction should have a content component and direct
instruction on how to work through a process.

Another consideration is the potential of cooperative learning in

teaching metacognition. Engaging learner in collaborative
discussion of the learning task enables them to enhance their
learning. During the discussion, learners think about their way of
thinking and their reflection after the lesson demonstrates a
metacognitive way of thinking. The learners identify the main
components of the learning strategy and realize how the strategy
helps them to learn (Eldar et al., 2012). Collaborative teaching
strategies are, therefore, useful tools to enhance learners' reflective
thinking.

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 IV. Enrichment Activities

Activity 1: Use the Frayer vocabulary definition model to explain the

three metacognitive knowledge (e.g., declarative knowledge as
shown below). With this as a guide, explain your definition to the
class.
Definition: Characteristics:
Declarative
Knowledge

Examples: Non-examples:

Activity 2: identify if the following thoughts are more a declarative,

procedural, or conditional knowledge.
Write your answers on a separate sheet of paper.

1. I know that the context of this problem is not suited to the

theory.

2. There are three ways to solve this problem.

3. This fact is essential to recall for the situation presented.

4. ROYGBIV makes it easy for me to remember the colors of the

rainbow.

5. This is an irregular verb, thus, adding -ed to the word to make

it past tense does not apply.

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 V. Assessment

1. Why is metacognition important to a teacher and a learner?

2. Is prior knowledge essential in developing metacognitive

knowledge? Justify your answer.

3. Using available search tools, read about organization,

rehearsal, and elaboration strategies as learners aid to
enhance the content of the metamemory. With the diverse
types of leaners in the classroom, how would you use these
strategies to benefit your learners?

VI. Reflection

1. Considering your subject, choose one competency

related to a topic from a textbook used in particular grade
level then identify the metacognitive knowledge necessary for
you include in teaching the desired competency. Use the
matrix below as a guide.

Competency:
Subject Matter:
Metacognitive Knowledge Specific Skills to Develop in the
Lesson
Declarative Knowledge

Procedural Knowledge

Conditional Knowledge

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THE LESSON IN A CAPSULE

Metacognition is one's awareness of his or her thinking and the

ability to control it while processing a task. It involves metacognitive
knowledge, which comprises three components: declarative
knowledge (knowledge about things). Procedural knowledge
(knowledge of processes), and conditional knowledge (knowledge
of what is appropriate for the context or Situation). These
components of knowledge are influenced by metacognitive
experiences and metamemory.

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