METACOGNITION

 Metacognition (Study Habits)

 Metacognitive Knowledge
 Metacognitive Strategies
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Metacognition is when you sense that

you are experiencing some difficulty
with a topic you are studying, and you
try out different
strategies to learn better,
you are practicing
METACOGNITION
METACOGNITION

The term METACOGNITION

was coined by JOHN
FLAVELL. According to
Flavell (1979,1987),
METACOGNITION consists
of both metacognitive
knowledge and
metacognitive experiences
or regulation.
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METACOGNITION, simply put, is

“thinking about thinking” or “learning how
to learn”. It refers to higher order thinking
which involves active awareness and
control over the cognitive processes
engaged in learning.
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METACOGNITIVE KNOWLEDGE
refers to acquired knowledge about
cognitive processes, knowledge that can
be used to control cognitive processes.

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2014/05/political-cartoon-2-technology-in.html
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Flavell divides metacognitive knowledge into
THREE CATEGORIES:
1. Knowledge of person variables
2. Task variables
3. Strategy variables
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METACOGNITIVE STRATEGIES TO FACILITATE
LEARNING
Teaching Strategies to Develop Metacognition:
Teach students to STUDY OR LEARNING
STRATEGIES.
a. TQLR – this can be taught to younger
students (primary grades). It is a metacognitive
strategy before listening to a story or presentation.
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T is for TUNE IN. It is first important for the learner
himself to be aware that he is paying attention, and that he
is ready to learn.
Q is for QUESTION. The learner is given questions or
he thinks of questions about what he will soon learn.
L is for LISTEN. The learner then intentionally exerts
efforts to listen. He becomes aware if he is momentarily
detracted and goes back to listen again.
R is for REMEMBER. The learner uses ways or
strategies to remember what was learned.
PQ4R – this isMETACOGNITION
usually for OLDER STUDENTS in the
intermediate levels and onwards. This strategy is used to
study a unit or a chapter.
P- PREVIEW. Scan the whole chapter before delving
on each paragraph. Check out the objectives. Look for
outlines or advance organizers that will give you an idea
about the important topics and ideas in the chapter. Read
the summary of the chapter first
Q – QUESTION. Read the guide questions provided, or
think of your own questions about the topic
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R – READ. Check out sub headings as you read. Pay attention
on words that are printed in bold or italicized. Find out the meaning
of words that are not clear to you. Use a marker or coloured pencil
to highlight important words or phrases. (DO NOT HIGHLIGHT THE
WHOLE PARAGRAPH!)
R- RECITE. Work on answering the questions you had earlier.
R – REVIEW. Pinpoint topics you may need to go back to read
in order to understand better.
R – REFLECT. Think about what you read. Is everything clear to
you? What are the main points you learned? How is this relevant or
useful to you?