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Module 1 Presentation

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Module 1 Presentation

Uploaded by

l07543858
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MODULE 1:

METACOGNITI
ON
OBJECTIVES:
 explain metacognition in your own
words.
 apply metacognitive strategies in
your own quest for learning as a
novice or an expert learner.
WHAT IS METACOGNITION?
“ metacognition consists of both
metacognitive knowledge and
metacognitive experiences or regulation.”

- John Flavell (1979, 1987)


METACOGNITION simply means “thinking
about thinking” or “learning how to
learn”
Three categories of
metacognitive
knowledge:
 Person Variables

 Task Variables

 Strategy Variables
Person Variables
- Knowledge of person variables refers to
knowledge about how human beings learn
and process information, as well as
individual knowledge of one own’s learning
process.
Task Variables
- This includes knowledge about the
nature of the task as well as the type of
processing demands that it will place
upon the individual.
Strategy variabales
- This involves awareness of the strategy
you are using to learn a topic and
evaluating whether this strategy is
effective or not.
META-ATTENTION
- Awareness of specific strategies so
that you can keep your attention
focused on the topic.
META-MEMORY
-Your awareness of memory strategies
that work best for you.
Omrod includes the following in
the practice of metacognition:
 knowing the limits of one’s own learning and
memory capacities
 knowing what learning tasks on 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
 using effective strategies for retrieval of
previously stored information
 knowledge is said to be effective it is
keenly used for purposeful manner.
Questions to ask
according to Huitt:
 What do I know about this subject, topic,
issue?
 Do I know what I need to know?
 Do I know where I can go to get some
information?
 How much time will I need to learn this?
 What are some strategies and tactics that
 Did I understand what I just read,
hear 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
1. Have students monitor
their own learning and
thinking.
2. Teach students study
or learning strategies.

 TQLR
 PQ4R
T – TUNE IN

Q - QUESTION

L - LISTEN

R – REMEMBER
P - PREVIEW

Q - QUESTION

R - READ
R - RECITE

R - REVIEW

R - REFLECT
3. Have students make predictions about
information.
4. Have students relate ideas to existing
knowledge structures.
5. Have students develop question.
6. Help students to know when to ask for
help
7. Show students how to transfer
knowledge, attitudes, values, skills to other
situations or tasks.
DIFFERENCE
BETWEEN NOVICE
AND EXPERT
LEARNERS
ASPECT OF LEARNING NOVICE LEARNERS EXPERT LEARNERS
 have limited knowledge  have deeper knowledge; they
Knowledge in different subject look for interrelationships in
areas the things they learn
 satisfied at just scratching  first try to understand the
Problem Solving the surface; hurriedly gives a problem, look for boundaries
solution to the problem and create a mental picture of
the problem

Learning/thinking Strategies  employ rigid strategies that  design new strategies that
may not be appropriate to the would be appropriate to the
task task

  select important information


Selectivity in Processing  attempt to process all to process; able to breakdown
information they receive information to manageable
chunks

 do not examine the quality of  check their errors and


Production of output their work, nor stop to make redirect their efforts to
revisions  Maintain quality output
THANK YOU FOR
LISTENING!

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