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Module 1 - Metacognition

Module 1 focuses on metacognition, defined as thinking about one's own thinking and learning processes. It outlines the importance of metacognitive knowledge, including person, task, and strategy variables, and provides strategies for learners to enhance their learning effectiveness. The document also contrasts novice and expert learners, highlighting differences in knowledge, problem-solving approaches, and learning strategies.

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11 views4 pages

Module 1 - Metacognition

Module 1 focuses on metacognition, defined as thinking about one's own thinking and learning processes. It outlines the importance of metacognitive knowledge, including person, task, and strategy variables, and provides strategies for learners to enhance their learning effectiveness. The document also contrasts novice and expert learners, highlighting differences in knowledge, problem-solving approaches, and learning strategies.

Uploaded by

ed.novelstar
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MODULE 1 - METACOGNITION

I. LEARNING OUTCOMES:
1. Apply metacognitive strategies as a novice or an expert learner

II. CONCEPTS:
A. SUMMARY
1. Metacognition – according to John Flavell, is thinking about thinking or
learning how to learn. It refers to higher order thinking which involve active
awareness and control over the cognitive processes engaged in learning.

2. Metacognitive knowledge is divided into three categories, knowledge of:


➢ person variables
➢ task variables
➢ strategy variables
3. Person variables – how a person vies himself as a learner and thinker, how
human beings learn and process information as well as individual knowledge
of one’s own learning process.
Example: You are aware that you study more effectively in the morning
than in the evening.
4. Task variables – knowledge about the nature of the task as well as the type of
processing demands on the person. It is about knowing what exactly needs to
be accomplished, gauging its difficulty and knowing the kind of effort it
demands.
5. Strategy demands – involves awareness of the strategy a person will use to
learn a topic and evaluating whether it is effective.
6. The following are needed in the practice of metacognition (according to
Omrod) :
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 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.

EXAMPLE: I know that I (person variable) have more difficulty with my science
assignments than English and I find Araling Panlipunan easier (task variable), so I will do
my homework in science first, then Language, then Araling Panlipunan (strategy variable).
7. METACOGNITIVE STRATEGIES TO FACILITATE LEARNING:

The challenge is to integrate more activities that would build the students’
capacity to reflect on their characteristics as learners, the task they are to do
and the strategies to use to learn.

8. STUDY OR LEARNING STRATEGIES:


➢ Use of TQLR (can be used in the primary grades)
a. T is for TUNE IN – it is important for the learner to be aware that
he/she is paying attention and ready to learn. (READINESS)
b. Q is for QUESTION – the learner is given questions or thinks of
questions about what he/she will soon learn. ( ASKING)
c. L is for LISTEN – the learner intentionally exerts the effort to listen.
(LISTENING)
d. R is for REMEMBER – the learner uses ways or strategies to
remember what was learned. (RECALLING)

➢ Use of PQ4R (usually used for older students)


a. PREVIEW – scanning a chapter before delving on each paragraph.
Checking out for objectives, outlines or advance organizers.
b. QUESTION – reading the guide questions or thinking of own
questions about the topic.
c. READ – checking out sub headings, printed words in bold or
italicized and finding out the meaning of some difficult words.
d. RECITE – answering questions or the guide questions
e. REVIEW – identifying topics the learner needs to go back to
understand the topic better
f. REFLECT – thinking about what is read. Is it clear? What are the
main points learned? Is this important or relevant?

➢ Let students make predictions about information to be presented next.


➢ Let them relate to existing knowledge structures.
➢ Let students develop questions or ask questions for themselves.
➢ Help students to know when to ask for help.
➢ Show students how to transfer knowledge, attitudes, values and skills
to other situations or tasks.
9. DIFFRENCES between NOVICE and EXPERT LEARNERS

ASPECT OF
LEARNING NOVICE LEARNERS EXPERT LEARNERS
Have deeper knowledge in
Knowledge in Have limited knowledge in different subject areas
different subject the different subject areas. because they look for
areas interrelationships in the
things they learn.

Satisfied at just scratching First, try to understand the


Problem solving the surface; hurriedly gives problem, look for
a solution to the problem. boundaries and create a
mental picture of the
problem.

Employ rigid strategies Design new strategies that


Learning/thinking that may not be would be appropriate to the
strategies appropriate to the task at task at hand.
hand.
Select important
Selectivity in Attempt to process all information to process, able
Processing information they receive. to breakdown information
to manageable chunks.

Production of Do not examine the quality Check their errors and


output of their work, nor stop to redirect their efforts to
check/make revisions. maintain quality output.

III. REFERENCE:

Lucas, Maria Rita D. and Corpus, Brenda B.; Facilitating Learner-Centered Teaching;
Lorimar Publishing In.; c. 2020

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