8 F a c ilit a t in g L e a rn in g

accomplished, gauging
1 Abstraction/Generalization
demand from you. Fc
What you just did while answering the questionnaire and analyzing your for you to read and cc
scores is an exercise in metacognition. You stopped for a moment and thought for you to read and cc
I f you teach about how you study and learn. You were reminded o f your strengths and Strategy Variable
a person weaknesses, then you wrote what it is that you can do to improve your study of the strategy you ai
habits. Hopefully, this will help you start to learn more effectively. strategy is effective. I
zvfiat to
The most important goal of education is to teach students how to learn think o f various strat<
(earn, you on their own. The quotation on the side margin stresses this. It is vital that better. Terms like me
are students acquire the skills of how to learn; and that these skills enable them variables. Meta-atten
pre-paring to learn not just while they are in school but for a lifetime. This entails a can keep your attentio
that person deeper awareness of how one processes information, the ability to evaluate :s your awareness of
his own thinking and to think of ways to make his own learning process more These three varial
fo r the past.
effective. All these involve metacognition. Omrod includes the fc
I f you teach What is metacognition? This appears to be such a high-sounding word » Knowing the 1
a person that some people are confused about even before they actually spend time • Knowing wha
hozu to to find out what it really means. It is not at all that complicated. In fact, we a certain amoi
Learn, you do metacognitive activities so often in our daily lives. When you sense that » Knowing whic
you are experiencing some difficulty with a topic you are studying, and you • Planning an
are
try out different strategies to learn better, you are practicing metacognition. successful
preparing The word maybe long, seems to be so intangible but it is worth focusing • Using effectiv
that person on because it can help you to be a more successful learner. When you • Monitoring on
fo r the become a teacher, it can also help your students to learn more efficiently and knowing whei
fu tu re" effectively. it’s not
The term “metacognition” was coined by John Flavell. According to • U sing effect
Flavell (1979, 1987), metacognition consists of both metacognitive knowledge information.
- Cyril and metacognitive experiences or regulation. Metacognition, simply put, is • Knowledge i
9-CouCe “thinking about thinking” or “learning how to learn”. It refers to higher purposeful rr
order thinking which involves active awareness and control over the cognitive student may
processes engaged in learning. Metacognitive knowledge refers to acquired know that I (
knowledge about cognitive processes, knowledge that can be used to control assignments t
cognitive processes. Flavell further divides metacognitive knowledge into three variable), so ]
categories: knowledge of person variables, task variables and strategy Arts, then Ar
variables. aware about <
Person Variables. This includes how one views himself as a learner of the task t
and thinker. Knowledge of person variables refers to knowledge about how learning, then
human beings learn and process information, as well as individual knowledge Huitt beli
o f one’s own learning processes. For example, you may be aware that you answer the fo
study more effectively if you study very early in the morning than late • What
in the evening, and that you work better in a quiet library rather than at • Do I
home where there are a lot of things that make it hard for you to focus and ‫ ״‬Do I
concentrate. know
Task Variables. Knowledge of task variables includes knowledge about • How
the nature of the task as well as the type of processing demands that it will • What
place upon the individual. It is about knowing what exactly needs to be this?
 Module 1 - Metacognition
accomplished, gauging its difficulty and knowing the kind o f effort it will
demand from you. For example, you may be aware that it takes more time
and analyzing your :or you to read and comprehend a book in educational philosophy than it is
£ moment and thought for you to read and comprehend a novel.
o f your strengths and Strategy Variables. Knowledge of strategy variables involves awareness
to improve your study of the strategy you are using to le.am a topic and evaluating whether this
ore effectively, strategy is effective. If you think your strategy is not working, then you may
ptodents how to learn :hink o f various strategies and try out one to see if it will help you learn
this. It is vital that better. Terms like meta-attention and meta-memory are related to strategy
■ skills enable them variables. Meta-attention is the awareness of specific strategies so that you
metmie. This entails a :an keep your attention focused on the topic or task at hand. Meta-memory
ability to evaluate :5 your awareness of memory strategies that work best for you.
earning process more These three variables all interact as you learn and apply metacognition.
Omrod includes the following in the practice of metacogniton:
i high-sounding word • Knowing the limits of one’s own learning and memory capacities
£ actually spend time • Knowing what learning tasks one can realistically accomplish within
led. In fact, we a certain amount of time
*~‫ ־‬en you sense that • Knowing which learning strategies are effective and which are not
e x studying, and you • Planning an approach to a learning task that is likely to be
metacognition. successful
n :s worth focusing • Using effective learning strategies to process and learn new material
-earner. When you • Monitoring one’s own knowledge and comprehension. In other words,
more efficiently and knowing when information has been successfully learned and when
it’s not
Favell. According to • U sing effective strategies for retriev al o f previously stored
:itive knowledge information.
simply put, is • Knowledge is said to be metacognitive if it is keenly used in a
h refers to higher purposeful manner to ensure that a goal is met. For example, a
over the cognitive student may use knowledge in planning how to do homework: “I
refers to acquired know that I (person variable) have more difficulty with my science
sc be used to control assignments than English and find Araling Panlipunan easier (task
'oowledge into three variable), so I will do my homework in science first, then Language
and strategy Arts, then Araling Panlipunan. (strategy variable).” If one is only
aware about one’s cognitive strengths or weaknesses and the nature
sim self as a learner of the task but does not use this to guide or oversee his/her own
■o « ]edge about how learning, then no metacognition has been applied.
re:'·:dual knowledge Huitt believes that metacognition includes the ability to ask and
f be aware that you answer the following types of questions:
t morning than late • What do I know about this subject, topic, issue?
A ra ry rather than at » Do I know what I need to know?
for you to focus and » Do I know w here I can go to get some inform ation,
knowledge?
knowledge about • How much time will I need to learn this?
remands that it will • What are some strategies and tactics that I can use to learn
exactly needs to be this?
10 F a c il it a t in g L e a r n in g

• Did I understand what I just heard, read or saw?

• How will I know if I am learning at an appropriaterate?
• 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? Q-Q i

R- Ri
Metacognitive Strategies to Facilitate Learning
Researches such as that o f 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
R- R<
metacognition.
R- R<
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 R- R!
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 3. Have studen
master. based on wl
Here are some examples of teaching strategies to develop metacognition: 4. Have studei
(Work hard on applying these strategies now in your role as a student. It will important tt
surely be a rewarding learning experience for you.) 5. Have studei
1. Have students monitor their own learning and thinking. (Example: have w hat’s goii
a student monitor a peer’s leaming/thinking/behaving in dyad) today?)
6. Help studen
2. Teach students study or learning strategies. self-monitoi
TQLR - This can be taught to younger students (primary with the prt
grades). It is a metacogntive strategy before listening to a story or 7. Show stude
presentation. other situati
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 whole chapter before delving on each
paragraph. Check out the objectives. Look for outlines
 Module 1 - Metacognition 11
or advance organizers that will give you an idea about
or saw? the important topics and ideas in the chapter. Read the
·rpropriate rate? 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.
■ot working to my Read the whole chapter!)
Q- Question. Read the guide questions provided, or think of your
own questions about the topic.
R- Read. Check out sub headings as you read. Pay attention on
words that are printed in bold or italicized. Find out the
‫׳‬J22 .t metacognitive meaning of words that are not clear to you. Use a marker
young as eight years or colored pencil to highlight important words or phrases.
■c reflective of their (Do not highlight the whole paragraph!)
^couraged to apply
R- Recite. Work on answering the questions you had earlier.
R- Review. Pinpoint topics you may need to go back to and read
to integrate more
in order to understand better.
‫־‬eflect on their own
*e> are to do (task R- Reflect. Think about what you read. Is everything clear to
c knowledge). you? What are the main points you learned? How is this
Metacognition relevant or useful to you?
can learn and Have students make predictions about information to be presented next
based on what they have read.
metacognition: Have students relate ideas to existing knowledge structures. (It is
a student. It will important to have relevant knowledge structures well learned.)
5. Have students develop questions; ask questions of themselves, about
(Example: have w hat’s going on around them (Have you asked a good question
in dyad) today?)
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
stadents (primary with the problem of their own.)
ig to a story or
Show students how to transfer knowledge, attitudes, values, skills to
other situations or tasks.
earner himself to
m d that he is ready

_ or he thinks of

_‫ ־‬exerts effort to
‫־‬tarily detracted

or strategies to

the intermediate
used to study a unit

delving on each
Look for outlines
12 F a c ilit a t in g L e a rn in g

Novice and Expert Learners

Name: _
In the the last twenty years, cognitive psychologists have studied the
distinctions among learners in the manner they absorb or process information.
They are able to differentiate expert learners from novice learners. A very
important factor that separates these two types of learners mentioned is
w1. Conduct a meta
metacognition. Expert learners employ metacognitive strategies in learning. {Source: Prof. Jo
They are more aware of their learning process as they read, study and do Metacognitive Obser
problem solving. Expert learners monitor their learning and consequently
1. Interview 3 di
adjust their strategies to make learning more effective.
These will be
The Table below shows the difference between a novice learner and an
the child’s answei
expert learner.
below, but the qu!
when the children
Differences Between Novice and Expert Learners any follow up qu
while conducting
Aspect of Learning Novice Learners Expert Learners Develop a list
a fairy tale or fab:
Knowledge in different • Have limited knowledge • Have deeper knowledge
write out the ston
subject areas in the different subject in different subject areas
areas because they look for
interrelationships in the
things they learn For a child in kinder

Problem solving • Satisfied at just Tell child that

• First try to understand
scratching the surface; the problem, look for remember the won
hurriedly gives a solution boundaries, and create the child to listen
to the problem a mental picture of the or two).
problem Ask the child the :
How many wc
Learning/thinking • Employ rigid strategies • Design new strategies
remember the won
Strategies that may not be that would be
appropriate to the task at appropriate to the task Do some filler
hand at hand to fill up about 5 i
Ask the child i
Selectivity in Processing • Attempt to process all » Select important
Ask the child whai
information they receive information to process;
able to breakdown Tell the child t
information to to listen carefully i
manageable chunks rewrote.
Production of output • Do not examine the • Check their errors and Bring a childre
quality of their work, nor redirect their efforts to like, “where is ti
stop to make revisions maintain quality output “where’s the begin
questions}.
Stop and pause a while. Are you a novice learner? Or an expert one? Ask the child i
Strive to apply the concepts of metacognition in your world of learning, and the order you told
for sure you will be on your way to be an expert learner, probably an expert Thank the chii
teacher, too!