BLESSED TRINITY COLLEGE
Talibon, Bohol
FACILITATING LEARNER-CENTERED TEACHING
Module 1. METACOGNITION
Metacognition
This term was coined by John Flavell
Awareness or analysis of one’s own learning or thinking process
“Thinking about thinking” or “learning how to learn”
Acquired knowledge about cognitive process
Refers to higher order thinking which involves active awareness and control over
the cognitive processes engaged in learning.
The ability to:
Think about thinking
Be consciously aware of oneself as a problem solver
Monitor and control one’s mental processing
Accurately assess what one understands and does not understand
Rote Learning
Involves verbatim memorization (which is easily forgotten)
Cannot be manipulated or applied to novel situations (e.g. memorizing
metabolic pathways with no understanding of the chemistry involved)
Meaningful Learning
Learning that is tied and related to previous knowledge and integrated with
previous learning (which is not easily forgotten, and can be easily reconstructed)
Can be manipulated, applied to novel situations, and used in problem solving
tasks (e.g. using knowledge of organic chemistry reactions to aid in learning the
pathways)
Three Categories of Metacognitive Knowledge
1. Knowledge of Person Variables
Knowledge about how human beings learn and process information
Includes how one views himself as a learner and thinker
Example: Studying early in the morning and late at night
Working better in a quiet library rather than at home where
there are lot of things that make it hard for you to focus and
concentrate
2. Knowledge of Task Variables
Knowledge about the nature of task
It is about knowing what exactly needs to be accomplished, gauging its
difficulty and knowing the kind of effort it will demand for you
Example: Being aware that you take more time in reading a book in
educational philosophy than reading a novel.
3. Knowledge of Strategy Variables
Involves awareness of the strategy you are using to learn a topic.
Meta-attention is the awareness of specific strategies so that you can keep
your attention focused on the topic or task at hand
Meta-memory is your awareness of specific strategies that work best for
you
The following are included in the Practice of Metacognition:
a. Knowing the limits of one’s own learning and memory capacities
b. Knowing what learning tasks one can realistically accomplish within a certain
amount of time
c. Knowing which learning strategies are effective and which are not
d. Planning an approach to a learning task that is likely to be successful
e. Using effective learning strategies to process and learn new material
f. Monitoring one’s own knowledge and comprehension
g. Using effective strategies for retrieval of previously stored information
h. Knowledge is said to be metacognitive if it is keenly used in a purposeful
manner to ensure that a goal is met.
Metacognition includes the ability to ask and answer the following types of question:
1. What do I know about this subject, topic, issue?
2. Do I know what I need to know?
3. Do I know where I can go to get some information, knowledge?
4. How much time will I need to learn this?
5. What are some strategies and tactics that I can use to learn this?
6. Dis I understand what I just heard, read or saw?
7. How will I know if I am learning at an appropriate topic?
8. How can I spot an error if I make one?
9. How should I revise my plan if it is not?
Metacognitive Strategies to Facilitate Learning
Teaching Strategies to Develop Metacognition:
1. Have students monitor their own learning and thinking.
2. Teach students study or learning strategies
TQLR – it is a metacognitive strategy before listening to a story or a
presentation:
T – 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 - Question
The learner is given questions or he thinks of questions about what he will
soon learn.
L – Listen
The learner exerts effort to listen
R – Remember
The learner uses ways or strategies to remember what was learned
PQ4R – this strategy is used in a study of a unit or chapter
P – Preview
Scan the whole chapter before delving in each paragraph
Q - Question
Read the guide question provided, or think of your own questions about
the topic
R – Read
Check out sub headings as you read. Find out the meaning of words that
are not clear to you.
R – Recite
Work on answering the questions you had earlier.
R – Review
Pinpoint topics you may need to go back and read in order to understand
better.
R – Reflect
Think about what you read.
3. Have students make predictions about information to be presented next based
on what they have read.
4. Have students relate ideas to existing knowledge structures.
5. Have students develop questions; ask question of themselves, about what’s
going on around them.
6. Help students to know when to ask for help.
7. Show students how to know, when to transfer knowledge, attitudes, values, skills
to other situations of tasks.
Novice and Expert Learners
Novice Learners
A person who has just started learning or doing something
Expert Learners
Employed metacognitive strategies in learning
Monitored their learning and consequently adjusted their strategies to make
learning more effective
Difference Between Novice and Expert Learners
Aspect of Learning Novice Learners Expert Learners
Knowledge in different Have limited knowledge in Have deeper knowledge in
subject areas the different subject areas different subject areas
because they look for
interrelationships in the
things they learn
Problem Solving Satisfied at just scratching First try to understand the
the surface; hurriedly gives problem, look for
a solution to the problem boundaries, and create a
mental picture of the
problem
Learning/thinking Employ rigid strategies that Design new strategies that
Strategies may not be appropriate to would be appropriate to
the task at hand the task at hand
Selectivity in Processing Attempt to process all Select important
information they receive information to process;
able to breakdown
information to manageable
chunks
Production of output Do not examine the quality Check their errors and
of their work nor stop make redirect their efforts to
revisions maintain quality output
Cognitive and Metacognitive Factors
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.
Goals of the learning process – the successful learner, over time and with
support and instruction guidance, can create meaningful, coherent representation
knowledge.
Construction of knowledge – the successful learner can link new information
with existing knowledge in meaningful ways.
Strategic thinking – the successful learner can create and use repertoire of
thinking and reasoning strategies to achieve complex learning goals.
Thinking about thinking – higher order strategies for selecting and monitoring
mental operations facilitate creative and critical thinking.
Context of learning – learning is influenced by environmental factors, including
culture, technology, and instructional practices.
