Metacognition

Lesson 2
ED 105 Facilitating Learner-Centered Teaching
Learning Objectives
At the end of the lesson, you will be
able to:
• clearly define metacognition;
• identify the different situation that
requires metacognition;
• explain how metacognition can help
the learners in achieving a better
learning environment.
Force Field Analysis
*Force field - an invisible barrier of exerted strength or impetus.

1 2
Create a chart of Write also your
your goals for the specific steps that
next five years. will help you in
accomplishing
these goals.
3
In the chart, add
hindering
(restraining) forces
and helping (driving)
forces that affect
your goals.
Force Field Analysis
Restraining
Driving force Goals for force
the next five
years
Restraining
Driving force
force
What to do to
accomplish the goals:
1.
2.
3. Restraining
Driving force 4. force
5.
Processing Questions
1. What were the questions in your mind when you
were writing the activity?
2. Did the activity help you in understanding and
reflecting for your future? If it did in what way?
3. How important is introspection in teaching and also
in learning new concepts?
*Introspection - the examination or observation of one's own mental
and emotional processes.
Metacognition
• “thinking about thinking”
• coined by John Flavell, the
founding father of the concept
of metacognition
Metacognition
Flavell (1979) explicitly said, “It is your ability
to control your thinking processes through
various strategies, such as organizing,
monitoring, and adapting.

your ability to reflect upon tasks or process

you undertake and to select and utilize the
appropriate strategies necessary in your
intercultural interactions.
Flavell (1979) further partitions metacognitive information into
three classifications:

Person variables

Task variables

Strategy variables
1. Person Variables

• What one recognizes

about his or her
strengths and
weaknesses in learning
and processing
information.
2. Task Variables

What one knows or can figure out about the

nature of a task and the processing demands
required to complete the task

knowledge that it will take more time to read,

comprehend, and remember a technical article
than it will a similar-length passage from a novel
3. Strategy Variables

The strategies a person has “at the ready” to apply in a

flexible way to successfully accomplish a task

knowing how to activate prior knowledge before reading a

technical article, using a glossary to look up unfamiliar words, or
recognizing that sometimes one has to reread a paragraph
several times before it makes sense.
 Strategies for Developing Metacognitive
Behaviors
1. Identifying what “you know” and what “you
don’t know”
• Students can write at the beginning of a research
activity “What I already know about” and “What
I want to learn about . . .”
• As students do the research, students will verify,
clarify, elaborate, or replace with more accurate
info, each of their initial statements.
 Strategies for Developing Metacognitive
Behaviors
2. Talking about thinking
• Provide students with thinking vocabulary
• During planning and problem-solving, teachers
should think aloud (modeling) so that students
can follow demonstrated thinking process
 Strategies for Developing Metacognitive
Behaviors
2. Talking about thinking
• Paired-problem solving – a student talks through a
problem, partner listens and asks questions
• Reciprocal teaching – small groups of students take
turns in playing teacher, asking questions, clarifying
and summarizing the topic being studied.
 Strategies for Developing Metacognitive
Behaviors
3. Keeping a thinking journal
• Journal or learning log
• Diary of process
• Students make note of their
awareness of ambiguities and
inconsistencies, and comment
on how they have dealt with
difficulties.
 Strategies for Developing Metacognitive
Behaviors
4. Planning and Self-regulation
• Increase responsibility for planning and regulating
one’s learning
 Six Effective Strategies for
Planning and Self-regulating
your Learning
 Strategies for Developing Metacognitive
Behaviors
5. Debriefing the thinking process
• Closure activities which focus on student discussion
on thinking process
• This is to develop awareness of strategies that can be
applied to other learning situations
 Strategies for Developing Metacognitive
Behaviors
5. Debriefing the thinking process
• 3 step method:
1. Students will review the activity, gather data on
thinking process & feelings.
2. The group classifies related ideas, identifying
thinking strategies used.
3. They will evaluate their success, discard
inappropriate strategies, identify what’s valuable for
future use and seek for alternative approaches.
 Strategies for Developing Metacognitive
Behaviors
6. Self-evaluation
• Individual conferences
• Checklists focusing on thinking processes
 As students recognize that learning activities in
different disciplines are similar, they will begin to
transfer learning strategies to new situations.
Distinction between Cognitive
and Metacognitive Learning
Strategies
 Distinction between Cognitive and
Metacognitive Learning Strategies
Cognitive Learning Strategies Metacognitive Learning Strategies
• Goal-directed • Not situation specific
• Intentionally invoked • Involve generic skills
• Effortful • More sophisticated forms of
• Not universally applicable, thinking and problem-solving
situation specific
• Enhance thinking skills &
capabilities
CAN SOMEONE GIVE A WRAP UP?