METACOGNITION

(John Flavell)
 “Thinking about thinking or
Learning how to learn.”
It refers to higher order
thinking skills which involves
active awareness and control
over the cognitive processes
engaged in learning.
Metacognition is consisting of:

METACOGNITIVE KNOWLEDGE
- refers to the acquired
knowledge that can used to
control cognitive processes.
Metacognition is consisting of:

METACOGNITIVE EXPERIENCES
- refers to a person’s
awareness and feelings shown
in a problem-solving situation.
ELEMENTS OF METACOGNITIVE
KNOWLEDGE:
1. Persons Variables-the
knowledge about how a persons
learns and process information,
as well as individual knowledge
of one’s learning process.
ELEMENTS OF METACOGNITIVE
KNOWLEDGE:
2. Task Variables-the knowledge about
the nature of task as well as the type or
processing demands that it will place
upon the individual. Knowledge of what
exactly needs to be accomplished and
knowing the kind of effort it will demand
from you.
ELEMENTS OF METACOGNITIVE
KNOWLEDGE:
3. Strategy Variables- Involves
awareness of the strategy your
are using to learn a topic and
evaluating whether this strategy
is effective.
 Terms related to Strategy Variables:
 Meta-attention- is the awareness of
specific strategies so that you can
keep attention focused on the topic
at hand.
 Meta-memory-is your awareness of
memory strategies that works best
for you.
 Omrod theory of 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.
 Omrod theory of practice of
metacognition
• Knowing which learning strategies
are effective and which are not.
• Planning an approach to a learning
task that likely to be successful.
• Using effective learning strategies
to process and learn new material.
 Omrod theory of practice of
metacognition
• Using effective learning strategies
to process and learn new
material.
• Monitoring one’s own knowledge
and comprehension.
 Omrod theory of practice of
metacognition
• 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 goal is met.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING

1. Have students monitor their

own learning and thinking.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING
2. Teach students study or
learning strategies.
•TQLR-Tune in, Question, Listen,
Remember
•PQ4R-Preview, Question, Read,
Recite, Review, Reflect
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING

• TQLR-can be taught to younger

students. It is metacognitive
strategy before listening to a
story or a presentation.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING
• TUNE IN-paying attention of
learner that he/she ready to learn.
• QUESTION-he/she thinks of
questions about what will soon
learn.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING

• LISTEN-the learner exerts effort to

listen.
• REMEMBER-remembering/recalling
what was learned before.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING

• PQ4R-This strategy is used in a

study of a unit or chapter. It is
usually for older students.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING
• PREVIEW-scan the whole chapter
before delving in each paragraph.
• QUESTION-read the guide
question provided, or think of
your own question about the
topic.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING
• READ-Check out sub headings as
you read. Find out the meaning of
words that are not clear.
• RECITE- Work on answering the
questions you had earlier.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING
• REVIEW-Pinpoint topics you may
need to go back and read in order
to understand better.
• REFLECT- Thinking about what is
being read.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING
3. Have students make
predictions about information
to be presented next based on
what they have read.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING

4. Have students relate ideas

to existing knowledge
structures.
METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING

5. Have students develop

questions; ask question of
themselves, about what’s
going on around them.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING

6. Help students to know when

to ask for help.
 METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING

7. Show students how to know

when to transfer knowledge,
attitudes, values, skills to
other situations of tasks.