COGNITIVE AND

METACOGNITIVE
FACTORS OF
LEARNING
Dr. Mary Jane Guan
NATURE OF THE LEARNING
PROCESS
• The learning of complex subject matter is most effective when it is an
intentional process of constructing meaning from information and
experiencei
GOALS OF THE LEARNING
PROCESS
•The successful learner, overtime and
with support and instructional
guidance, can create meaningful,
coherent representation s of knowledge
CONSTRUCTION OF KNOWLEDGE

•The successful learner can link new

information with existing knowledge in
meaningful ways.
STRATEGIC THINGKING
• The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals
Metacognition
• Helping students to self-regulate
• literally beyond knowing, knowing what one knows and doesnt know
-promoting a students ability to self-monitor
levels of understanding and predict how well (s)he will do on a
particular task.
• Self-regulation - students monitoring their own comprehension and
assessing their own abilities
without teacher help.
DEVELOPING METACOGNITION

•Metacognition appears to be one of the

most powerful predictors of learning.
•Metacognition is thinking about thinking,
knowing “what we know” and “what
we don’t know”
Individual differences in Metacognition
• Metacognitive abilities begin to develop around
age 5 or 7.
• They continue to improve throughout school years.
• Developmental
• Two questions that kids can ask themselves or
that teachers can ask students can help students
become more metacognitive (see Perry, et al.,
200)
• What did you learn about yourself as a
reader/writer/learner today?
• What did you learn that you can do again and
again and again?
• Students, however, vary greatly in their
metacognitive abilities - some differences are
probably biological or variations in learning
experiences
THE BASIC METACOGNITIVE STRATEGIES
ARE:
1. Connecting new information to former knowledge.
2. Selecting thinking strategies deliberately.
3. Planning, monitoring, and evaluating thinking processes.
4. 4A thinking person is in charge of her behavior
Other strategies
• Simple StrategiesPlanning
• Monitoring
• Evaluating
• Resourcing
• Grouping
• Note taking
• Pre-testing
• Complex tasks
• Summarizing
• Deduction/induction
• Concept mapping
• Peer instruction
• Elaboration
• Socratic dialogues
• KWL structures
• Graphical organizers
DISTINCTION BETWEEN COGNITIVE AND
METACOGNITIVE LEARNING STRATEGIES
Cognitive and Metacognitive strategies and skills are closely related in
terms of them both involving cognition and skill but they are
conceptually distinct in at least one major way.
Weinstein and Meyer state that a cognitive learning strategy is a plan for
orchestrating cognitive resources, such as attention and long term
memory to help teach a learning goal. This indicate that there are
several characteristics of cognitive learning strategies, such as being
goal-directed, intentionally, invoked, effortful, and are not universally
applicable, but situation specific.
metacognitive strategies appear to share most of this characteristic with
the exemption of the last one since they involve more universal
application through focus upon planning for implementation,
monitoring, and evaluation. That is to say metacognitive strategies are
not so situation specific but involve generic skills essential for adult,
more sophisticated forms of thinking and problem solving.
Establishing the metacognitive and environment

A metacognitive environment encourage awareness of thinking.

Planning is shared among Teachers, School Library media specialist,
and students. Various thinking strategies are discussed while evaluation
is on going.

Teachers monitor and apply their knowledge, deliberately modeling

metacognitive behavior to assist student in becoming aware of their own
thinking. Metacognitive strategies are already in the Teachers
repertoires so they must be alert to this strategies and consciously model
them for students
The role of metacognitive knowledge in learning,
Teaching, and assessing
• First, metacognitive knowledge of strategies and task as well as self
knowledge is link to:
1. learn and perform in the classroom
2. Student know about the different kinds of strategies for learning,
thinking, and problem solving.
3. different strategies or memory task (for ex. are more likely to use
them to recall relevant information.)
4. Knows the general strategies for thinking and problem solving (use
in confronting in classroom task. )- Bransford et. Al, 199; Schneider