Module 1: Metacognition

Presented by: Rocelyn Mae B. Herrera

UE02 – Facilitating Learning

Prof. Russel V. Santos

METACOGNITION Refers to higher order
thinking which
involves active
awareness and control
over cognitive
processes engaged in
learning.

- John Flavell
Categories of Metacogniction
• Person Variables
• Task Variables
• Strategy Variables
Person Variables
• Refers to knowledge about how human beings
learn and process information, as well as
individual knowledge of ones’s own learning
processes.
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.
Strategy Variables
• Involves awareness of the strategy you are using to
learn a topic and evaluating whether this strategy is
effective.

Meta-attention Meta-memory
- is the awareness of - is your awareness of
specific strategies so memory strategies
that you can keep your that wok best for you.
attention focused on
the topic or task at hand.
 I know that I have more difficulty with my
Science assignment than English and find
Araling Panlipunan easier, so I will do my
homework Science first, then Language arts, the
Araling Panlipunan.
- Lucas & Corpuz

Person Variable Task Variable

Strategy Variable
Teaching Strategies in to develop
Metacognition
1. Have students monitor their own learning
and thinking.
2. Teach students study or learn strategies.
Examples:
TQLR – for younger students
PQ4R – for older students
TQLR
T is for Tune in
Q is for Question
L is for Listen
R is for Remember
PQ4R
P is for Preview
Q is for Question
4R – Read
Recite
Review
Reflect
3. Have students make predictions about
information to be presented next based on what
they have read.
4. Have students relate ideas to existing
knowledge structures.
5. Have students develop questions.
6.Help students to know when to ask help.
7. Show students how to transfer knowledge,
attitudes, values, skills to other situation or tasks.

- Lucas & Corpuz

 Differerences Between Novice and Expert Learners
Aspect of Novice Learners Expert Learners
Learning
Knowledge in •Have a limited • Have deeper
different subject areas knowledge in knowledge in
different subject different subject areas
areas. because they look for
interrelationships in
the things they learn.
Problem solving • Satisfied at just • First try to
sratching the nderstand the
surfaces: hurriedly problem, look for
gives a solution to the boundaries and create
problem. a mental picture, of
the problem.
Learning/thinking • Employ rigid • Design new
Strategies strategies that strategies that
may not be would be
appropriate to the appropriate to the
task at hand. task at hand.
Selectivity in • Attempt to process • Select important
Processing all information they information to
receive. process; information
to manageable
chunks.
Production of output • Do not examine the • Check their errors
quality of their work, and redirect their
not stop to make efforts to maintain
revisions. quality output.
Education is not the learning of facts, but
the training of the mind to think.
-Albert Einstein