METACOGNITIVE

LEARNING
PRESENTER:
RICHELLE ANN R. GONZALES
MSME
JULY 30,2023
 AC O G N IT I ON
MET
is thinking about thinking.
• It refers to higher order thinking skills that involve active control over the thinking
processes.
• It involves knowing when you know, knowing when you don’t know, and knowing
what to do when you don’t know. In other words, it involves self-monitoring and
correcting your own learning processes.
• It plays a critical role in succesful learning and it is important for both students and
teachers.
Flavel (1979) further divides
metacognitive knowledge into

three Person Variables

Categories: What one recognizes about his or her strengths and
weaknesses in learning and processing information.
Task Variables
What one knows or can figure out about the nature of a
task and the processing demands required to complete the
task.
Startegy Variables
The strategies a person has "at the ready" to apply in a
flexible way to succesfully accomplish a task.
 Metacognition is broken down into
three main processes

PLANNING ASSESSING
MONITORING

"A thinking person is in charge of her behavior."

 METACOGNITIVE
STRATEGIES

GOAL-SETTINGS EXPLICIT TEACHING

SELF-REFLECTION

CONTINUAL MONITORING

SEEKING FEEDBACK
SELF-QUESTIONING
 PROCESS FLOW
Plan/Organize Monitor Evaluate
Before beginning a After completing the task
While working on a • Assess how well you
task task have accomplish the
• Set goals; plan • Check the on the task
the content task • How well you have
sequence • Check the used the strategies
• Choose comprehension • Identify changes to be
strategies • Check the make next time
production
MODELING METACOGNITION WITH STUDENTS
BEFORE
EXPLAIN the problem to myself.
MAKE A PLAN to solve the problem.
What is the question?
What do Iknow?
What tool/strategies will I use

DURING MONITOR my work

ASK myself, Does this make sense?
CHANGE my plan if it isn't working gout.
AFTER
CHECK
Is my answer correct?
How do my presentation connect to my solution?
EVALUATE
What worked/didn't work?
How was my solution similar or different form my classmates?
METACOGNITIVE STRATEGIES
TO FACILITATE LEARNING
Fang and Cox showed that metacognitive awareness was
evident in preschoolers and in students as young as 8 yrs. old;
during these years children have the capacity to be more aware
and reflective of their own learnning.

Teachers who use metacognitive strategies can positively

impact students who have learning diasabilities by helping
them to develop an APPROPRIATE plan for learning
information, which can be an evetual routine.
How do we teach students to use metacognition?

TQLR - This can be taught to younger students. metacognitive strategy before listening
to a story or presentation.
T- Tune in
Q- Question
L- Listen
R-Remember

PQ4R - usually for older students in the intermediate levels and onwards;
used to study a unit or chapter.
P- Preview
Q- Question
4R- Read, Recite, Review, and Reflect.
 Have students
Have studenrts MAKE PREDICTIONS about RELATE IDEAS TO
information to be presented next based on what EXISTING
they have learned. KNOWLEDGE
STRUCTURES.

Show students how to

Help students to KNOW WHEN TO ASK TRANSFER knowledge,
FOR HELP. Students must be able to self- attitudes, vallues, skills
monitor, require them to show how they to other situations or
attempted to deal with the problems of their tasks.
own.
 PREPARING
FOR AN EXAM

• How much time will it take me to study?

• What strategies work best for me on essay exams?
• What is my goal? How motivated am I?
• What do I already know about the topic?

under or overestimating how prepared you are for a test is

a sign of weak metacognition.
 Page 15

"Students without metacognitive approaches

are essentially learners without direction or
opportunity to review their progress,
accomplishments, and future directions."
- O ' M A L LY