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Novel Study Educational Presentation in Colourful Lively Hand Drawn Style

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Rolimie Gallardo
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7 views19 pages

Novel Study Educational Presentation in Colourful Lively Hand Drawn Style

Uploaded by

Rolimie Gallardo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TYPES OF

metacognitiv
e
learners
Presented by Rolimie Gallardo
learning
objectives
At the end of the lesson, students are expected to:

1 2 3
Identify the Evaluate the
Define what is different types different
metacognition of
strategies in
metacognitive
studying
learners
metacognitio Derived from the Greek root
word “meta” (beyond) and
n the Latin “cognoscere”
(getting to know).
Metacognition refers to a
learner’s ability to reflect on
their thought process and
choose an effective strategy.
David Perkins (1992) developed an idea
that there are four types of
metacognitive learners.

1.TACIT LEARNERS

2.AWARE LEARNERS

3.STRATEGIC
1. Tacit Learners

Learners who are unaware of


their metacognitive processes
although they know the extent of
their knowledge.
2. Aware Learners

Learners who are aware of some


of their metacognitive strategies
but use techniques that are not
always planned.
3. Strategic
Learners
Learners, as the name implies,
who strategize and plan their
course of action toward a
learning experience.
4. Reflective
Learners
Learners who reflect on their
thinking while they are using the
strategies and will adapt their
metacognitive skills depending on
the situation.
The goal of metacognition is for the student to be a
self-regulated learner. Education should not be limited
by the capabilities of the teacher, the content of school
textbooks, the four corners of the classroom, and the
duration of the academic year or courses. One should
have the capability to study things on his or her own
as well as accurately evaluate his or her progress. This
is one of the benefits in using metacognitive
techniques and strategies. Another benefit is the
compensation and development of cognitive
limitations of the learner.
Other tips that
you can use in
studying are the
following
1.

Make an outline of the things that


you want to learn, the things that
you are reading or doing, and/or
the things that you remember.
2.
Break down the task in smaller and more manageable
details. In cycling, for example, one tip of going over a
steep climb is not to look at the top but on certain
markers on the road. It is like telling yourself, "I have to
pass that tree" then after passing your target you go on
to the next, not immediately saying, "I have to finish'
that 10km climb." The same is true why certain tasks
are broken down into step-by-step procedures instead of
one paragraph stating all of what you should do.
3.

Integrate variation in your schedule


and learning experience. Change
reading materials every hour and do not
put similar topics together. Also include
physical activities in your planning.
4.
You may also try to incubate your ideas. First, write your
draft without doing much editing. Let the ideas flow. Then
leave your draft at least overnight or around 24 hours-
some do not look at it for a week and do something else.
After a given period, go back to your draft or prototype and
you might find a fresh perspective about it. Sometimes,
during incubation, you suddenly have ideas coming to you.
Write them down in a notebook first and do not integrate
them into the draft yet. Review then when the incubation
period is done.
5.
Taking down, summarizing, and revising notes then rereading
them might help you minimize cramming in the last minute,
especially when you have a weakness in memorizing facts and
data. Some people are motivated when the deadline is very
close-for example, tomorrow-that they just review the day before
some evaluation or exercises. If you are that kind of person, you
may still motivate yourself and have that feeling of urgency at
the last minute, but by using the aforementioned techniques,
your "cramming" need not be a desperate attempt to learn but
only as a way to energize your brain as you make a final review
of the things you have already been studying for a week or so
before.
6.
You should also engage with what you have learned.
Do something about it. On a reading material for
example, highlight keywords and phrases, write your
opinions about the matter on a separate notebook,
or create a diagram or concept map. Some people
also learn best by copying the key paragraphs word
for word. You may want to look for other definitions
and compare or contrast materials.
thank
you!
Don’t let ‘what you cannot do’
interfere with ‘what you can do’.
Answer the
following on a
1/4 sheet of
paper
let’s continue!
IDENTIFICATION:
1. Refers to learners who are unaware of their metacognitive processes.
2. Refers to learners who are aware of some of their metacognitive
strategies but use techniques that are not always planned.
3. Refers to learners that strategize and plan their course of action
toward a learning experience.
4.Refers to learner’s ability to reflect on their thought process and
choose an effective strategy.
5. Refers to learners who reflect on their thinking while they are using
the strategies and will adapt their metacognitive skills depending on
the situation.

ESSAY:
What type of Metacognitive learner are you and why do you say so?

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