COGNITIVE

AND
METACOGNITIVE
FACTOR OF LEARNING
What is Metacognition?
 It is the highest order thinking which involves
active control over the cognitive process
engaged in learning.
 According to Winn & Synder,1998, there is
two basic processes of metacognitive.
1.Monitoring your progress as you learn
2strategies if you are not doing so well.
. Making changes and adapting your
 Taylor(1999) defines metacognition as “ an
appreciation of what one already knows, together with
a correct apprehension of the learning task and what
knowledge and skill it requires, combined with agility
to make correct inferences about how to apply one’s
strategic knowledge to a particular, and to do so
efficiently and reliably.”
 According to Jensen & Kenly, 2005 , metacognition has
two main components: 1) student’s knowledge of
learning strategies to use in particular learning
situations, 2) cognitive monitoring which includes
students’ ability to select, use, and monitor learning
strategies that complement their styles and their
specific situation.
 COGNITIVE AND METACOGNITIVE
FACTORS OF LEARNING
 In traditional setting , the teachers is
the information source who
disseminates the information to the
students learn.
 In learner-centered classroom teachers
provides opportunities for students to
construct and be accountable for their
own learning.
 6 Psychological principles
1. 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
experience.
 Successful learners are active , goal- directed ,
self-regulating , and assume personal
responsibility for contributing to their own
learning.
2.Goals of learning process
 The successful learner , over time and with
support and instructional guidance , can
create meaningful , coherent representation
of knowledge.
 The strategic nature f learning requires
students to be goal-directed.
 Educators can assist learners in creating
meaningful learning goals.
3. Construction of knowledge
 The successful learner can link new
information with existing knowledge and
meaningful way.
 Educators can assist learners in acquiring
and integrating knowledge.
4. Strategic thinking
 the successful learner can create and use
a repertoire of thinking and reasoning
strategies to achieve complex learning
goals
 Learning outcomes can be enhanced if
educators assist learners in developing ,
applying, and assessing their strategic
learning skills.
5. Thinking about thinking
 Higher strategies for selecting and monitoring
mental operations facilitate creative and
critical thinking.
 Successful learners can reflect on how they
think and learn and select appropriate
strategies and monitor toward these goals.
 Instructional method helps learners to
develop metacognition.
6. Context of learning
 Learning is influenced by environmental
factors , culture , technology , and
instructional practices.
 METACOGNITIVE STRATEGIES
 It is “thinking about thinking”, knowing what
we know”, and “what we don’t know”.
 The basic metacognitive strategies are;
1. Connecting new information to former
knowledge.
2. Selecting thinking strategies deliberately.
3. Planning, monitoring, and evaluating
thinking processes( Dirkes , 1985).
 A thinking person is a change of her behavior.
She determine when it necessary to use
metacognitive strategies.
 Learning how to learn , developing a
repertoire of thinking processes which can be
applied to solve problems is a major goal of
education.
 The metacognitive skills are needed when
habitual, processes are not successful.
 The concept of metacognition is viewed as
the glue that holds all the thought processes
and preferences together.
 It self-reflective process which allows one to
monitor one’s own problem-solving skills and
self-examine learning preferences.
 The concept of metacognition is viewed as
the glue that holds all the thought processes
and preferences together.
 “learning of things” but “ learning how
to learn”, which is essential to the goal of
“lifelong learning”.
 This form of self knowledge, of knowing
of our place in the broader society and
the impact of our action on that society,
is the essence of metacognitive
knowledge.
 Metacognitive Knowledge and skills
 Metacognition includes knowledge and skills
such as the following (Omrod , 2004).
 Being aware of one’s own learning and memory
capabilities and of what learning task can
realistically be accomplished.
 Knowing which learning strategies are effective
and 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.
 Knowledge is considered to be
metacognitive if it actively used in a
strategic manner to ensure that a goal is
met.
 Simply possessing knowledge about
one’s cognitive strength or weaknesses
and the nature of the task without
actively utilizing this information to
oversee learning is not metacognitive.
Three types of metacognitive knowledge

1. Strategic knowledge refers to the knowledge

of strategies for learning and thinking.
2. Knowledge of cognitive task and their
content which represents knowledge about
different type of cognitive task as well as
classroom and cultural norms.
3. Self-knowledge which includes knowledge of
one’s strength and weaknesses.
 The Role of Metacognitive Knowledge in
Learning , Teaching and Assessing
A. Metacognitive Knowledge and Learning
 Metacognitive knowledge of strategies and
task, as well as self-knowledge , is link to how
students will learn and perform in the
classroom.
 Students use different strategies for memory
task and when they are studying enable them
to perform better and learn more.
 Metacognitive knowledge help the students
to use more general strategies to solve the
problem.
B. Metacognitive Knowledge and Teaching

 Metacognitive knowledge is embedded within

the usual-driven lesson I the different subject
areas.
 General strategies for thinking and problem-
solving can be taught in the context of
different subjects.
 Metacognitive knowledge about different
general strategies for reading and writing is
both acceptable and desirable.
C. Metacognitive Knowledge and
Assessment.
 Any assessment of metacognitive knowledge
by teachers will be informal rather than
formal.
 The assessment will help the teachers to be
aware of the general level of metacognitive
knowledge in the classroom and measure the
depth of students knowledge.
Metacognitive Behavior Strategies for
Developing
There are various strategies for developing
metacognitive behaviors such as:
1. Identifying “what you know “ and “you don’t
know”.
2. Talking about thing.
3. Keeping a thinking journal.
4. Planning a self-regulation.
5. Debriefing the thinking process.
6. Self- Evaluation.
Distinction Between Cognitive and
Metacognitive

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.
 A teacher interested in facilitating her
students’ use of metacognition learning
strategies would do well to teach them
strategies such as ;
1. Self-Questioning
2. KWL
3. PQ4R
4. IDEAL
 Cognitive processes of Expert and Expert
Systems
Expert Systems are computer programs that are
derived from a branch of computer science
research called Artificial Intelligence.
 The knowledge base an expert uses is what he
learned at school, from colleagues, and from
years of experience.
 The power of expert systems resides in the
specific high-quality knowledge they contain
about task domain.
 Human Experts see a highly patterned
organization in the problems they are
presented with.
 Expert System (computer program) is
approached by an individual (novice) with a
problem.
• Prior Knowledge
• Attitudes
• Experiences
• Knowledge
The Role of Prior Knowledge In
Current Learning
 The effect can be either positive or
negative.
 Some of the effects of prior learning on
new learning.
1. Prior knowledge affects how the learner
perceives new information.
2. Prior knowledge affects how a students
organizes new information.
3. Prior knowledge affects how easily students
make connections for new information.
4. Check for faulty prior knowledge regularly so
that it is not allowed to continue to detract
from learning.
Analogical Processes and Transfer o f
Learning
 Analogical reasoning involved seeing the
similarities among essentially different object
or ideas and using existing knowledge about
the first set of object to understand the
others.
 Analogical reasoning enables learners to
combined the first two basic process in order
to deal with new in formation.
 Analogies are offered to provide insights, and
can very instructive.
 Synectics is an approach to creative thinking
that depends on understanding together
which apparently different using analogy or
metaphor.
Teacher-facilitators can use synectics in the
classroom by leading the students to:
 Describe the Topic
 Create Direct Analogies
 Describe Personal Analogies
 Identify Compressed Conflicts
 Create a different analogy
 Reexamine the Original Topic
Transfer of Learning
 The ability to use learning gained in one
situation to one another is called transfer.
 Transfer is the key to classroom learning.
 Transfer occurs when something learned at
one time and place is applied in another
setting.
 Transfer has a direct bearing on education.
Theories of Transfer of Learning
1. Theory of Mental Discipline
2. Theory of Identical Elements
3. Theory of Generalization
4. Theory of Configuration
 When learning carries over into a new
situations, it is known as transfer of learning.
 A Transfer can be either positive of negative
transfer.
 In case of positive transfer, previous learning
is likely to facilitate and enhance subsequent
learning.
 The negative transfer occurs when previously
learning interferes with learning something
new.