Module 2

FACILITATING
LEARNER-CENTERED
TEACHING
Prepared By:
KIMBERLY C. DOHINA, LPT
Module 2: METACOGNITION:
THINKING ABOUT THINKING
Prepared By:
METACOGNITION: THINKING
ABOUT THINKING
LEARNING OUTCOMES:
At the end of the lesson, you will be able to:
 Explain the meaning of metacognition and metacognitive
knowledge, and its components
 Explain the meaning of metacognitive regulation
 Analyze the relationship among the three metacognitive
processes: planning, monitoring, and evaluating
 Determine metacognitive knowledge required in a specific
competency
 Explain fundamental principles to teach metacognitive
skills
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METACOGNITION
 Metacognition is attributed to Flavell. He described it as
“knowledge concerning one’s cognitive processes and
products or anything related to them, e.g., the learning-
relevant properties of 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.”
 The meaning metamorphosed into “thinking about
thinking,” “knowing about knowing,” and “cognition
about cognition.”
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COMPONENTS OF METACOGNITION
 The elements of metacognition are metacognitive
knowledge and metacognitive regulation. These two
elements are interrelated; the presence of the first one
enhances the second element.
1. Metacognitive knowledge (knowledge of cognition) refers
to “what individuals know about their cognition or cognition
in general.”
 It involves three kinds of metacognitive awareness,
namely: declarative knowledge, procedural knowledge,
and conditional knowledge
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COMPONENTS OF METACOGNITION
DECLARATIVE PROCEDURAL DECLARATIVE
KNOWLEDGE KNOWLEDGE KNOWLEDGE
 Knowledge  Knowledge on  Knowledge on
about things how to do when and why
 Knowledge things to apply
about one’s  Knowledge on cognitive acts
own abilities how to execute  Knowledge on
 Knowledge skills when a strategy
about factors is appropriate
affecting one’s
own
performance
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METACOGNITIVE KNOWLEDGE
 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
that moderate one’s performance.
 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).
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METACOGNITIVE KNOWLEDGE
 Metacognitive knowledge is the result of an individual’s
metacognitive experiences. Flavell 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 has low declarative
and procedural knowledge.
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2. METACOGNITIVE REGULATION AND
CONTROL
 Metacognitive regulation and control is the second
element of metacognition.
 Whereas metacognitive knowledge refers to the learners’
knowledge or beliefs about the factors that affect
cognitive skills, metacognitive regulation pertains to their
ability to keep track of (monitor) and assess their
knowledge or learning. It includes their ability to find out
what, when, and how to use a particular skill for a given
task.
 In this manner, they can control their learning.
 Self-regulation is essential in metacognition.
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CONTROL
 To illustrate metacognitive regulation, consider a student
in a Speech class; he or she knows when a word is
mispronounced as it sounds unpleasant, thus, he or she
knows when a word is mispronounced as it sounds
unpleasant, thus, he or she consults an electronic
dictionary to listen to how the word should be
pronounced. Following the model, the pronunciation is
improved.
 Metacognitive regulation involves three processes:
setting goals and planning, monitoring and controlling
learning, and evaluating own regulation.
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CONTROL
PLANNING
Metacognitive Experiences Metamemory
MONITORING
EVALUATING
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PLANNING
 PLANNING involves the selection of appropriate

strategies and the allocation of resources that affect
performance.
 Together with setting goals, planning is considered a
central part of students’ ability to control their learning
processes and to learn outcomes through deliberate self-
regulatory decisions and actions.
 Goals are dichotomized as mastery goals and
performance goals.
 Mastery goals are related to process, learning, and
development.
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PLANNING
 Performance goals are usually associated with product
orientations and demonstrating competence or social
comparisons to the peer group.
 For example, a student who desires to get high grade
(performance goal) in a Science class portfolio determines
how best to make all entries in the portfolio exemplary in all
criteria as described in the scoring rubric (mastery goal).
 At this point of metacognitive regulation, the learner’s
questions include the following:
 What am I asked to learn or do here?
 What do I already know about this lesson or task?
 What should be my pacing to complete this task?
 What should I focus on when learning or solving this task?
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PLANNING
 MONITORING refers to one’s ongoing awareness of
comprehension and task performance. Referred to as
metacognitive monitoring and controlling learning, it also
involves the monitoring of a person’s thinking processes
and the current state of knowledge.
 Given a task, it involves the awareness of the person that
the prerequisite knowledge and the process to manage
the task is sufficient to succeed in it.
 It also involves the ability to consider the accuracy of the
knowledge and procedure to solve the task.
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PLANNING
 A student who answers a word problem in Mathematics is
aware of the steps to follow to solve the task. In the process,
the person monitors from metamemory if procedural
knowledge is inadequate and could be executed. Along the
way, the person monitors his or her thinking and then revises
the process if found ineffective in solving the problem.
 At this stage, some question s asked by the learners include
the following:
 Do I have adequate knowledge to solve the problem?
 Are my prior knowledge and skills appropriate for this task?
 Are my strategies appropriate for this task?
 What can I do to get additional information for this task?
Prepared By:
PLANNING
 EVALUATING assessing knowledge or learning. It refers to
appraising the products and ability efficiency of one’s
learning.
 It involves the person’s ability to evaluate how well the
strategies are used to lead to the solution of the problem or
completion of the task.
 It tells whether or not the procedure resulted to the correct
answer or a different answer.
 In the previous Mathematics word problem-solving task
situation, the person comes to a realization that the equation
formulated to solve what is asked in the problem was indeed
correct based on the cross-checking process done. If the
answer is wrong, the learner surmises what went wrong along
the way.
Prepared By:
PLANNING
 Sample questions asked by the learner in this phase of
metacognitive regulation are the following:
 What new learning was achieved?
 What universal understanding should I remember?
 Was the correct answer obtained?
 Were the goals set achieved?
 What could I have done to make my work better?
 What should I do the next time I encounter a similar
situation?
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METACOGNITIVE INSTRUCTION
PRINCIPLES OF METACOGNITIVE INSTRUCTION
 Developing metacognitive thinking among the students
needs the creativity of the teacher.
 Using metacognitive strategies facilitates how learners
learn.
 As studies have proven, metacognitive teaching practices
enhance the learners’ capabilities to transfer their
competencies in learning new tasks in new contexts.
 Moreover, metacognitive teaching practices make
learners aware of their strengths and weaknesses as they
learn.
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PRINCIPLES OF METACOGNITIVE INSTRUCTION

 Knowing their strengths give them the confidence to
pursue a task.
 Knowing their weaknesses lead them to strategize on
how to overcome their limited knowledge and how
to source out the needed information for the task.
 To effectively develop metacognitive skills among
learners, recommend three fundamental principles.
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FUNDAMENTAL PRINCIPLES
1. Metacognitive instruction should be embedded in the
context of the task at hand in order to allow for connecting
task-specific condition knowledge (the IF side) to the
procedural knowledge of “How” the skill is applied in the
context of the task (the THEN-side of production rules).
2. Learners should be informed about the benefit of applying
metacognitive skills in order to make them exert the initial
extra effort.
3. Instruction and training should be stretched over time, thus
allowing for the formation of production rules and ensuring
the smooth and maintained application of metacognitive
skills.
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METACOGNITIVE TEACHING STRATEGIES
 GRAPHIC ORGANIZERS are visual illustrations displaying the
relationships between facts, information, ideas, or concepts.
Through the visual displays, learners are guided in their
thinking as they fill in the needed information. One good
example is the KWHLAQ chart, a variant of the KWL chart. It is
useful during the planning, monitoring, and evaluating phases
of metacognition.
What do I What do I HOW do I WHAT have What What new
KNOW? WANT to find out? I LEARNED? ACTION will QUESTIONS
know? I take? do I have?
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 THINK ALOUD helps learners to think aloud about their

thinking as they undertake a task. The learners report
their thoughts while they do it. With the help of a more
knowledgeable learner, the errors in thinking and the
inadequacy of declarative, procedural, and conditional
knowledge can be pointed out, giving the learner
increased self-awareness during learning.
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 JOURNALIZING can be used together with think aloud. In

a journal, learners write what was in their mind when
they selected an answer and the reasons for their choice.
Later, they write about their realizations where they
were wrong and what should have been considered in
answering. Finally, they resolve on what to do the next
time a similar situation/problem arises.
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 ERROR ANALYSIS is a “systematic approach for using

feedback meta-cognitively to improve one’s future
performance.” asking the learners where they sre correct
and wrong provides avenues for them to evaluate their
thinking. It results in a learner’s metacognitive
knowledge of own mistakes and making use of them to
improve future performance.
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 WRAPPER is an activity that fosters learners’

metacognition before, during, and after a class. In a
reading class, before the selection is read, the teacher
asks about the theme of the selection based on the story
title. While reading the selection, learners are asked if
their assumptions were true. After reading, the learners
are asked what made them comprehend or not
comprehend the story.
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 PEER MENTORING is a proven metacognitive strategy as

many learners learn best when studying with peers who
are more informed and skilled than them. Novice
learners, by observing their more skilled peers, can learn
from the metacognitive strategies of their peer mentors.
The use of cooperative learning strategies is helpful
toward this goal.
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ACTIVITY 2
 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 NON-EXAMPLES:
EXAMPLES:
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ACTIVITY 2
 Why is metacognition important to a teacher and a
learner?
 Is prior knowledge essential in developing
metacognitive knowledge? Justify your answer.
 What is the importance of metacognitive experiences
and meta-memory in metacognitive regulation and
control?
 How is your awareness of how you study and learn
significant to thinking meta-cognitively?
 Why should teachers adapt, not adopt, the existing
metacognitive teaching strategies?
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REFERENCE/S
 Bulusan, Ferdinand, et al., “Facilitating Learner-

Centered Teaching.” Rex Book Store, Inc., Sampaloc,
Manila, 2019.
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THANK
YOU!
Prepared By:

Module 2

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Module 2

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FACILITATING

 PLANNING involves the selection of appropriate

PRINCIPLES OF METACOGNITIVE INSTRUCTION

 THINK ALOUD helps learners to think aloud about their

 JOURNALIZING can be used together with think aloud. In

 ERROR ANALYSIS is a “systematic approach for using

 WRAPPER is an activity that fosters learners’

 PEER MENTORING is a proven metacognitive strategy as

 Bulusan, Ferdinand, et al., “Facilitating Learner-

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