Chapter 2 Metacognition

FACILITATING
LEARNER-CENTERED
TEACHING
CHAPTER 2: METACOGNITION
FACILITATING
LEARNER-CENTERED
TEACHING
CHAPTER 2 | LESSON 1
METACOGNITION: METACOGNITIVE KNOWLEDGE
METACOGNITION DEFINED
Refers to one’s knowledge concerning one’s own cognitive processes
and products or anything related to them, e.g. the learning-relevant
properties of information and data.(Flavell, 1976)
Refers to the active monitoring and consequent regulation and
orchestration of these processes in relation to the cognitive objects
or data on which they bear, usually in the service of some concrete
goal or objective (Flavell, 1976).
Metacognitive knowledge (knowledge of cognition) refers to “ what
individuals know about their own cognition or about cognition in
general” (Schraw, 2002).
WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 1

COMPONENTS OF METACOGNITIVE KNOWLEDGE
declarative
knowledge
procedural
knowledge
conditional
knowledge

DECLARATIVE OR PERSON KNOWLEDGE
 The learner’s knowledge about

things.
 The learner’s understanding of own
abilities,
 The knowledge about oneself as a
learner and of the factors that
moderate one’s performance.
PROCEDURAL OR TASK KNOWLEDGE
 The knowledge of how to do things,

how skills or competencies are
executed.
 The knowledge is needed (content)
 The knowledge of the space available
to communicate what is known
(length).
CONDITIONAL OR STRATEGY
KNOWLEDGE
 The ability to know when and why to apply

various cognitive acts.
 It involves strategies to learn information
(knowing how to know)
 It involves adapting the strategies to novel
contexts (knowing when a strategy is
appropriate)

Metacognitive what memory is
Metacognitive knowledge also
knowledge is the depends on the
result of an learner’s
individual’s metamemory, how it works
metacognitive the knowledge of
experiences. – how to remember
Metacognitive things
experiences are
experiences “an
individual has
through which
knowledge is
attained, or
through regulation
occurs” Flavell
(1979)

FACILITATING
LEARNER-CENTERED
TEACHING
METACOGNITIVE REGULATION PROCESSES
METACOGNITIVE REGULATION: SECOND
ELEMENT OF METACOGNITION
 The ability to keep track of (monitor) and assess

their knowledge or learning
 It includes their ability to know as to what, when,

and how to use a particular skill to a given task.
Self-regulation is essential in metacognition.

METACOGNITIVE REGULATION
PROCESSES
setting goals and planning
monitoring and controlling

learning
evaluating own regulation

PLANNING
the selection of appropriate strategies and the allocation
of resources that affect performance (Schraw, 2002)
Together with setting goals, planning is

considered a central part of students' ability
• to control their learning processes, and
• to learn outcomes through deliberate self-

regulatory decisions and actions.

Goals are dichotomized as mastery goals and
performance goals (Paulson & Bauer, 2011)
 Mastery goals are related to process,

learning, and development.
 Performance goals are associated with
product orientations and demonstrating
competence or social comparisons to the
peer group.

Sample Questions Asked During
the
Planning Phase
• What am I asked to learn or do here?
• What do I already know about this lesson or
task?
• What should be my pacing to be able to
complete this task?
• What should I focus on when learning or
solving this task?
WWW.REXBOOKSTORE.PH LESSON 2 / CHAPTER 2
MONITORING
 One's ongoing awareness of comprehension and task
performance (Schraw, 2002)
 Referred to as metacognitive monitoring and controlling
learning, it also involves the monitoring of a person's thinking
processes and the current state of knowledge.
 Given a task, it involves the awareness of the person that the
prerequisite knowledge and process to manage the task is
sufficient to succeed in it.
 It also involves the ability to consider the accuracy of the
knowledge and procedure to solve the task.
 If ever inadequacy is felt, the person can control the processes
undertaken to be able to still succeed in the resolution of the
task.
Monitoring Phase
• Do I have adequate knowledge to solve the problem?
• Are my prior knowledge and skills appropriate for this

task?
• Are my strategies appropriate for this task?

•
• What can I do to get additional information for this task?
WWW.REXBOOKSTORE.PH LESSON 2 / CHAPTER 2

EVALUATING/ASSESSING
 It is assessing knowledge or learning.

 It refers to appraising the products and
efficiency of one's learning (Schraw, 2002).
 It involves the person's ability to evaluate how
well strategies used to lead to the solution of
the problem or completion of the task.
 It tells whether or not the procedure resulted in
the correct answer or a different answer.

the Evaluation Phase
• What new learning was achieved?
• What universal understanding should I
remember? Was the correct answer
obtained?
• Were the goals set achieved?
• How could I have done to make my work
better? What should I do next time I
encounter a similar situation later?
FACILITATING
LEARNER-CENTERED
TEACHING
METACOGNITIVE INSTRUCTION
 Developing metacognitive thinking among

students needs the creativity of the teacher.
 Using metacognitive strategies facilitates
learners on how to learn.
 Metacognitive teaching practices enhance the
learners’ capabilities to transfer their
competencies in learning new tasks in new
contexts (Palinscar & Brown, 1984; and
Schoenfeld, 1991).

 Metacognitive teaching practices make learners

aware of their strengths and weaknesses as they
learn.
 Knowing their strengths give them the confidence

to pursue a task.
 Knowing their weaknesses lead them to

strategies on how to overcome their limited
knowledge and how to source out the needed
information for the task.
Metacognitive Skills Development Principles
(Veenman et al., 2012)
Principle 1:
• Metacognitive instruction should be embedded
in the context of the task at hand in order to
allow for connecting task-speciﬁc condition
knowledge (the IF-side) to the procedural
knowledge of “How” the skill is applied in the
context of the task (the THEN-side of
production rules).
Principle 2:
Learners should be informed about the

beneﬁt of applying metacognitive skills in
order to make them exert the initial extra
effort.

Principle 3:
Instruction and training should be stretched over time, thus
allowing for the formation of production rules and ensuring
the smooth and maintained application of metacognitive
skills.

METACOGNITIVE TEACHING STRATEGIES
 Graphic organizers are visual illustrations

displaying the relationships between facts,
information, ideas or concepts.
• Through the visual displays, learners are guided
in their thinking as they fill in the needed
information.
 Think Aloud helps learners to think aloud
about their thinking as they undertake a task.
While they do it, the learners report their
thoughts.
Journalizing can be used together with think aloud.
• Learners write what was in their mind when they selected

an answer and the reasons for their choice.
Error Analysis is a “systematic approach for using
feedback metacognitively to improve one’s future
performance” (Hopeman, 2002).
• Asking the learners where they are correct and wrong
provides avenues for them to evaluate their thinking.
Wrapper is an activity that fosters learners'

metacognition before, during, and after a class.
• In a reading class, before the selection is read, the
teacher asks about the theme of the selection
based on the story title.
Peer mentoring is a proven metacognitive
strategy as many learners learn best when
studying with peers who are more informed
and skilled than them.

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FACILITATING

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 1

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 1

 The learner’s knowledge about

 The knowledge of how to do things,

 The ability to know when and why to apply

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 1

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 1

 The ability to keep track of (monitor) and assess

 It includes their ability to know as to what, when,

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 2

setting goals and planning

monitoring and controlling

evaluating own regulation

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 2

Together with setting goals, planning is

• to learn outcomes through deliberate self-

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 2

 Mastery goals are related to process,

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 2

• Are my prior knowledge and skills appropriate for this

• Are my strategies appropriate for this task?

WWW.REXBOOKSTORE.PH LESSON 2 / CHAPTER 2

 It is assessing knowledge or learning.

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 2

 Developing metacognitive thinking among

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 2

 Metacognitive teaching practices make learners

 Knowing their strengths give them the confidence

 Knowing their weaknesses lead them to

Learners should be informed about the

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 2

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 2

 Graphic organizers are visual illustrations

Journalizing can be used together with think aloud.

• Learners write what was in their mind when they selected

Wrapper is an activity that fosters learners'

WWW.REXBOOKSTORE.PH CHAPTER 2 | LESSON 2

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