Scribd
Upload
65 views

PCK 1 Understanding Learning

1. The document discusses understanding learning through metacognition. Metacognition refers to higher-order thinking that involves active awareness and control over one's cognitive processes during learning. 2. There are three categories of metacognitive knowledge: person variables, task variables, and strategy variables. Effective metacognition involves monitoring one's own knowledge and comprehension during learning. 3. Expert learners employ metacognitive strategies like monitoring their learning and adjusting strategies, while novice learners tend to use rigid strategies that may not be suitable for the task.

Uploaded by

Carla Jean Nollan
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
65 views

PCK 1 Understanding Learning

1. The document discusses understanding learning through metacognition. Metacognition refers to higher-order thinking that involves active awareness and control over one's cognitive processes during learning. 2. There are three categories of metacognitive knowledge: person variables, task variables, and strategy variables. Effective metacognition involves monitoring one's own knowledge and comprehension during learning. 3. Expert learners employ metacognitive strategies like monitoring their learning and adjusting strategies, while novice learners tend to use rigid strategies that may not be suitable for the task.

Uploaded by

Carla Jean Nollan
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 17

Prayer

BTVTED 3A

GROUP 1
UNDERSTANDING LEARNING
Metacognition

PCK1: Prof M. Villanueva


Nollan, Carla Jean

members
Atalia, Michaella Maye

Aguilar, Elen Mae


Barte, Annamarie

members
Bernus, Alexa Rain
What is Understanding?
Understanding the learning process is essential for developing new
learning strategies in a targeted fashion.

What is Learning?
Learning is the process by which we acquire new knowledge, skills
or behaviours and underpins all aspects of education.
Metacognition
METACOGNITION

According to Flavell (1979,1987),


metecognition consist of both
01 knowledge and metacognitive
experiences or regulation.

“thinking about thinking” or


02 “learning how to learn”

Refers to higher order thinking


which involves active awareness
03
and control over the cognitive
process engage in learning.

The term “metacognition” was coined by


Jhon Flavell
Metacognition
METACOGNITIVE KNOWLEDGE
Refers to acquired knowledge about cognitive
processes, knowledge that can be used to control
cognitive process
3 Categories of Metecognitive
Knowledge
Person Variables
Includes how one views himself as a learner and
thinker.
Knowledge of person variables refers to
knowledge about how human beings learn and
process information, as well as individual
knowledge of one’s own learning process.
3 Categories of Metecognitive
Knowledge

Task Variables
Includes knowledge about the nature of the
task as well as the type of processing
demands that will place upon the individual.
Is about knowing what exactly needs to be
accomplished, gauging its difficulty and
knowing the kind of effort it will demand.
Omrod, includes the ff. in the practices of
metacognition.
Using effective learning strategies to
knowing the limits of one’s own
process and learning new material.
learning and memory capacities.
Monitoring one’s own knowledge and
knowing what learning task one
comprehension. In other words,
can realistically accomplish within
knowing when information has been
a certain amount of time.
successfullly learned and when its not.
Knowing which learning
using effective strategies for retrieval
strategies are effective and
of previously stored information.
which are not.
Knowledge is said to be metacognitive
Planning an approach to learning
if its keenly used in a purposeful manner
task that is likely to be successful.
to ensure that a goal is met.
3 Categories of Metecognitive Knowledge
Strategy Variables
involves awareness of the strategy you are using to
learn a topic and evaluating whether this strategy is
effective.
Meta-attention
-the awareness of specific strategies so that you can keep your
attention focused on the topic or task at hand.
Meta-memory
-is your awareness of memory strategies that work best for
you.
Metacognition Development
Researchers such as that of Fang and Cox showed that metacognitive awareness was evident in
preschoolers and in students as young as eight yrs old. Children already may have the capacity to be
more aware and reflective of their own learning. However, not may have been taught and
encourage to apply metacognition.
Teaching strategies to develoop metacognition;

Have students monitor their own Have students to develop


learning and thinking. questions; ask question of
have students learn study themsellves, about what’s going
strategies. on around them.
have students make predictions Help students to know when to
about information to be ask for help.
presented next based on what Show students how to transfer
they have read. knowledge, attitudes, values,
Have students relate ideas to skills to other situations or task.
existing knowledge structures.
Novice and Expert Learners
In the last twenty yrs, cognitive psychologists have studied the distinctions
among learners in the manner they absorb or process information. They were
able to differentiate expert learners. A very important factor that separate
these two types of learners mentioned is metacognition. Experts learners
employed metacognitive strategies in learning. They were more aware of their
learning process as they read, studied and did problem solving. Experts
learners monitored their learning and consequently adjusted their strategies
to make learning more effective.
Differences Between Novice and Expert Learners
Aspects of Learning Novice Learning Expert Learning

Knowledge in different Have limited knowledge in Have a deeper knowledge in


subject the different subjects. different subject areas because
they look for interrelationship
in things they can learn.
Satisfied at just scratching
Problem Solving first try to understand the
the surface:; hurriedly give a problem, look for boundaries,
solution to the problem. and create a mental picture of
the problem
Learning/Thinki employ rigid strategies that design new strategies that
may not be appropriate to the would be appropriate to the
ng Strategies
task at hand. task at hand.
Selectively in attempts to process all select important information
Processing information they recieve. to process;able to breakdown
information.
References:
https://www.slideshare.net/leizeldespi/metacognition-32755660
Questions?
if non, Thank you

You might also like