PROF.ED.

321 – FACILITATING LEARNER-CENTERED TEACHING

CHAPTER 1. INTRODUCTION TO
METACOGNITION

Learning Outcome:
 Apply metacognitive strategies.
 Explain metacognition in your own words.
Pre-Activity
Create your own web diagram, based on your prior knowledge on how you
understand Metacognition.

METACOGNITION

What is Metacognition?
It was John Flavell who coined the term “Metacognition”. It is consists of both
metacognitive knowledge and metacognitive experiences. Metacognition is simply
translated as “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. (Lucas & Corpuz, 2020) Metacognitive
knowledge is the acquired information on cognitive processes. It is the knowledge
that can be used to control the cognitive processes. Cognitive process are any of the
mental functions assumed to be involved in the acquisition, storage, interpretation,
manipulation, transformation, and use of knowledge, this term is often used
synonymously with mental process. (APA Dictionary)

Prepared and Compiled by: JOEWALT T. GALLEGO II

Instructor
PROF.ED. 321 – FACILITATING LEARNER-CENTERED TEACHING

Metacognitive knowledge has three

categories; 1. Person Variables, 2. Task Variable, & 3. Strategy Variables.
Person Variables. This includes how one views himself as a learner and thinker.
Knowledge of person variables refers to knowledge about how human beings learn
and process information, as well as individual knowledge of one's own learning
processes. For example, you may be aware that you study more effectively if you
study very early in the morning than late in the evening, and that you work better in a
quiet library rather than at home where there are a lot of things that make it hard for
you to focus and concentrate.

Task Variables. Knowledge of task variables includes knowledge about the nature
of the task as well as the type of processing demands that it will place upon the
individual. It is about knowing what exactly needs to be accomplished, gauging its
difficulty and knowing the kind of effort it will demand from you. For example, you
may be aware that it takes more time for you to read and comprehend a book in
educational philosophy than it is for you to read and comprehend a novel.

Strategy Variables. Knowledge of strategy, variables involves awareness of the

strategy you are using to learn a topic and evaluating whether this strategy is
effective. If you think your strategy is not working, then you may think of various
strategies and try out one to see if it will help you learn better. Terms like meta-
attention and meta-memory are related to strategy variables. 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 memory strategies that
work best for you.
These three variables all interact as you learn and apply metacognition. Omrod
includes the following in the practice of metacognition: Knowing the limits of one's
own learning and memory capacities
Knowing what learning tasks one can realistically accomplish within a certain amount
of time
 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 to process and learn new material
 Monitoring one's own knowledge and comprehension. In other words,
knowing when information has been successfully learned and when it's not
 Using effective strategies for retrieval of previously stored information.
 Knowledge is said to be metacognitive if it is keenly used in a purposeful
manner to ensure that a goal is met. For example, a student may use
knowledge in planning how to do homework: "I know that I (person variable)
have more difficulty with my science assignments than English and find
Araling Panlipunan easier (task variable), so I will do my homework in
science first, then Language Arts, then Araling Panlipunan. (strategy
variable)." If one is only aware about one's cognitive strengths or
weaknesses and the nature of the task but does not use this to guide or
oversee his/her own learning, then no metacognition has been applied.
Huitt believes that metacognition includes the ability to ask and answer the following
types of questions:
 What do I know about this subject, topic, issue?
 Do I know what I need to know?

Prepared and Compiled by: JOEWALT T. GALLEGO II

Instructor
PROF.ED. 321 – FACILITATING LEARNER-CENTERED TEACHING

 Do I know where I can go to

get some information, knowledge?
 How much time will I need to learn this?
 What are some strategies and tactics that I can use to learn to this?
 Did I understand what I just heard, read or saw? • How will I know if I am
learning at an appropriate rate?
 How can I spot an error if I make one?
 How should I revise my plan if it is not working to my expectations
satisfaction?

Metacognitive Strategies to Facilitate Learning

Researches such as that of Fang and Cox showed that metacognitive awareness
was evident in preschoolers and in students as young as eight years old. Children
already have the capacity to be more aware and reflective of their own learning.
However, not many have been taught and encouraged to apply metacognition
The challenge then to future teachers like you is to integrate more activities that
would build the your students' capacity to reflect on their own characteristics as
learners (self-knowledge), the tasks they are to do (task knowledge) and the
strategies that they can use to learn (strategic knowledge). Remember,
metacognition is like any other thing you will teach. Metacognition involves
knowledge and skills which you and your students can learn and master.
Here are some examples of teaching strategies to develop metacognition: (Work
hard on applying these strategies now in your role as a student. It will surely be a
rewarding learning experience for you.)
1. Have students monitor their own learning and thinking. (Example: have a student
monitor a peer's learning thinking behaving in dyad)

2. Teach students study or learning strategies.

TQLR - This can be taught to younger students (primary grades). It is a
metacognitive strategy before listening to a story or presentation.
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 effort 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 is usually for older students in the intermediate levels and onwards. This
strategy is used to study a unit or chapter.
P- Preview. Scan the 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. (But please don't
stop at the summary alone. No. No. No. This is not a good idea at all. Read the
whole chapter!)
Q- Question. Read the guide questions provided, or think of your own questions
about the topic.

Prepared and Compiled by: JOEWALT T. GALLEGO II

Instructor
PROF.ED. 321 – FACILITATING LEARNER-CENTERED TEACHING

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 colored 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 and 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?

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. (It is important to

have relevant knowledge structures well learned.)

5. Have students develop questions; ask questions of themselves, about what's

going on around them (Have you asked a good question today?)

6. Help students to know when to ask for help. (He/she must be able to self-monitor,
require students to show how they have attempted to deal with the problem of their
own.)

7. Show students how to transfer knowledge, attitudes, values, skills to other

situations or tasks.

ENHANCEMENT ACTIVITY
Show the relationship and describe the differences between Novice and Expert
Learners in the different aspects of learning. Use the Graphic organizer below.

Prepared and Compiled by: JOEWALT T. GALLEGO II

Instructor
PROF.ED. 321 – FACILITATING LEARNER-CENTERED TEACHING

Novice Learners
___________________
___________________
___________________
___________________

Expert Learners
___________________
___________________
___________________
___________________

Additional Activity
Surf the internet for additional readings on metacognition. Make a collection of
metacognitive strategies that can make learning more effective and efficient.
Submit your output by observing the following:
A4 Paper Size
Double spaced
List the references at the end part
Note: Visits reliable webpages only

Prepared and Compiled by: JOEWALT T. GALLEGO II

Instructor