CHAPTER 2

COGNITIVE AND
METACOGNITIVE FACTORS OF
LEARNING
INTRODUCTION
Psychology has provided vital
information for the design of schooling
based on theory and research on human
learning, development, and motivation.
Advances in our understanding of
thinking, memory, and cognitive and
motivational processes can contribute
directly to improvements in teaching,
learning and whole enterprise of
schooling.
Cognitive and Metacognitive factors
of Learning

The teacher is the information source

who disseminates the information to the
students to learn. In a learner-centered
classroom, the teacher plays the role of a
facilitator and a resource provider.
 6 PSYCHOLOGICAL PRINCIPLES

1.Nature of learning process

The learning of complex subject matter is
most effective when it is an intentional process
of constructing meaning from information and
experience. Successful learners are active, goal-
directed, self-regulating, and assume personal
responsibility for contributing to their own
learning.
2. GOALS OF THE LEARNING
PROCESS
The successful learner, over time and with
the support and instructional guidance, can
create meaningful, coherent representations of
knowledge. Educators can assist learners in
creating meaningful learning goals that are
consistent with both personal and educational
aspirations and interests.
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. They can use also strategic
thinking in their approach to
learning, problem-solving ,and
concept learning.
5. THINKING ABOUT
THINKING
The higher strategies for selecting and
monitoring mental operations facilitate creative
and critical thinking. In addition, successful
learners know what to do if a problem occurs
or if they are not making sufficient or timely
progress toward a goal.
6. CONTEXT OF LEARNING

Learning is influenced by
environmental factors, culture,
technology, and instructional practices.
Teachers play a major interactive role
with both the learner and the learning
environment.
 • Cultural or Group
Influences on students can Impact many educationally
relevant variables such as motivation, orientation toward
learning, and ways of thinking .
TECHNOLOGIES AND
INSTRUCTIONAL PRACTICES

Must be appropriate for the learners level

of prior knowledge , cognitive abilities and
their learning and thinking strategies.
THE CLASSROOM
ENVIRONMENT
This particularly the degree to which it is
nurturing or not, can also have significant
impacts on students learning.
DEVELOPING
METACOGNITION
Metacognition appears to be one of the most powerful predictors
of learning. It regulates cognitive activity, but at the same time it
needs cognitive activity as a vehicle.

Metacognition is thinking about thinking, knowing ” what we

know” and “what we don’t know”.
 The Basic Metacognitive Strategies

1. Connecting new information to former knowledge.

2. Selecting thinking strategies deliberately.
3. Planning, monitoring, and evaluating thinking
processes
4. A thinking person is in charge of her behavior. She
monitors, controls, and judges her thinking.
 Learning how to learn, developing a repertoire of
thinking processes which can be applied to solve
problem is a major goal of education.
 The school library media center, as the hub of the
school, is an ideal place to integrate these types of
skills into subject areas or students’ own areas of
interest.
Metacognitive skills are needed when habitual
processes are not successful. Guidance in
recognizing, and practice in applying
metacognitive strategies, will help students
successfully solve problems throughout their
lives.
METACOGNITIVE KNOWLEDGE AND SKILLS
Being aware of one's own learning and
memory capabilities and of what leaning tasks
can realistically be accomplished.
Knowing which learning strategies are
effective an which are not.
Planning an approach to a learning task that is
likely to be successful.
Using effective learning strategies
Monitoring one’s present knowledge state.
Knowing effective strategies for retrieval of
previously stored information.
Strategies for Developing
Metacognitive Behaviours

1. Identifying “what you know” and what you

don’t Know”
2. Talking about thinking
3. Keeping thinking journal.
4. Planning and self-regulation
5. Debriefing the thinking process.
6. Self-Evaluation.
COGNITIVE
AND META
COGNITIVE
FACTORS OF
LEARNING
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.
ESTABLISHING THE
METACOGNITIVE
ENVIRONMENT

A metacognitive environment encourages

awareness of thinking.
THE ROLE OF
METACOGNITIVE
KNOWLEDGE IN
LEARNING, TEACHING,
AND ASSESSING

Metacognitive knowledge can play an

important role in student learning and, by
implication, in the way students are taught
and assessed in the classroom.
REPORTED BY:
 IRISH REMONTAL
 KRISTINE MAE LAMPAUOG

 KELVIN CALAD
THANK
YOU!
FOR LISTENING
Elaborate Cognitive and
Metacognitive Factors of
Learning in ½ sheet of paper.
Cite an example of Cognitive
and Metacognitive Factors of
Learning and present it in a
creative way in 3-5mins.
RATING SCALE (GROUP
EVALUATION)
RATE THE GROUP 1-5
5- Excellent
4 –Very Good
3 – Good
2 – Poor
1 – Very Poor