FLCT MetACognition and Development .pptx

This presentation is focus on the discussion about metacognition

1. Facilitating Learner-Centered Teaching : M E T A C O G N I T I O N

2. OBJECTIVES : To be able to : Define metacognition and metacognitive knowledge Determine the different components of metacognition. Explain the metacognition to a friend. Determine if you are novice or an expert learner. Apply the metacognitive str ategies in your own quest for learning.

3. Metacognition “ thinking about thinking “ Metacognition and Development Metacognition Knowledge Variables Application of Metacognition leads one to be an expert learner Learners who do not use metacognition remain to be novice learners. Teaching Strategies to Develop Metacognition Person Variables Task Variables Strategy Variables Characteristics of Expert Learners Characteristics of Novice Learners

4. Quotation “ If you teach a person what to learn, you are preparing that person for the past. If you teach a person how to learn, you are preparing that person for the future. “ - Cyril Houle

5. Quotation “ He who learns but does not think is lost. “ - Confucius

6. What is metacognition? Meta COGNITION “meta” is a Greek word, which means “beyond ” or “ on top of ” ; “Cognition is a Latin word, “ Cognoscere ” – “ cognito ” which means “get to know” “ metacognition” means “beyond thinking” ) “ thinking about your own thinking ”

7. What is metacognition? METACOGNITION “ thinking about thinking ” “ learning how to learn ” * It refers to higher order thinking skills (HOTS) which involves active awareness and control over the cognitive processes engaged in learning

8. What is metacognition? John Hurley Flavell (American developmental psychologist) “ METACOGNITION “ is most often associated with John H. Flavell . He described it as “knowledge concerning’s one’s cognitive processes and products or anything related to them. M etacognition consists of both A.) M etacognitive knowledge (also called the knowledge of cognition) & B.) M etacognitive experiences or regulation

9. What is metacognition knowledge? Metacognitive Knowledge (refers to the acquired knowledge about cognitive processes, knowledge that can be used to control cognitive process ) Declarative Knowledge (Personal Knowledge) - knowledge about things - knowledge about one’s own abilities - knowledge about factors affecting one’s own performance Procedural Knowledge (Task Knowledge) - knowledge on how to do things - knowledge on how to execute skills Conditional Knowledge (Strategy Knowledge) - knowledge on when and why to apply cognitive acts - knowledge on when a strategy is appropriate

10. 3 Categories of metacognitive knowledge 1. Declarative knowledge (personal knowledge) This is the learner’s knowledge about things. It also refers to the learners understanding of own abilities, and the knowledge about oneself as a learner and of the factors that moderate one’s performance. This type of knowledge is not always accurate as the learners evaluation of his or her capabilities may be unreliable.

11. 3 Categories of metacognitive knowledge 2. P rocedural knowledge(task knowledge) It involves the knowledge of how to do things and how skills or competencies are executed. The assessment on learners task knowledge includes what knowledge is needed (content) and the space available to communicate what is known (length).

12. 3 Categories of metacognitive knowledge 3. Conditional Knowledge (strategy knowledge) It refers to the ability to know when and why various cognitive acts should be applied. It involves using strategies to learn information ( knowing how to know) as well as adapting them to novel contexts (knowing when a strategy is appropriate). It includes meta-attention (focus) and meta-memory (memory and mnemonic strategies)

13. 3 Categories of metacognitive knowledge Conditional Knowledge Meta-attention ( awareness of specific strategies to keep your attention focused on the task at hand ) Meta-memory ( awareness of memory strategies that work best for you )

14. Metamemory METAMEMORY Metamemory is knowledge of what memory is, how it works, and how to remember things. These skills develop over time and improve more readily with instruction. An example of this would be students utilizing a pneumonic device or acronym to learn and easily recall information to prepare for a test.

15. Metacognitive Experiences B.2) METACOGNITIVE EXPERIENCES Metacognitive experiences are the experiences an individual has through which knowledge is attained, or through which regulation occurs. For example, declarative knowledge of one’s own abilities could be attained by receiving a series of A+ spelling tests in a row. This would give the individual the knowledge that they have high achieving capability in that spelling area.

16. Key Factors in Metacognition KEY FACTORS IN METACOGNITION Motivation is essential in metacognition. Students who are not motivated to complete tasks may struggle with self-reflection. Though metacognitive strategies can be taught and learned over time, students must be motivated in order for them to be effective. To help these individuals to succeed, it may be necessary to teach self-evaluation skills and to identify what finished work looks like.

17. Metacognition includes the ability toask and answer the following types of questions : Huitt believes that metacognition includes the ability to ask and answer the following types of questions : What do I know about this subject, topic, issue? Do I know what do I need to know? Do I know where I can go to get some information, knowledge? How much time will I need to learn this? What are some strategs and tactics that I can use to learn this? Did I understand what I just heard, read or saw? How will I know if 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 workkng to my expectations/satisfaction?

18. Metacognition and Development METACOGNITION AND DEVELOPMENT The challenge to future teachers like you is to integrate more activities that would build your students' capacity to reflect on their own characteristics as learners, the tasks they are to do and the strategies that they can use to learn.

19. Teaching strategies to develop metacognition Some examples of teaching strategies to develop metacognition : Have students monitor their own learning and thinking (Example : student monitor a peer's learning/thinking/ behaving in dyad) Have students learn study strategies (e.g.,SQ3R, SQ4R, SQ5R) Have students make predictions about information to be presented next based on what they have read. Have students relate ideas to existing knowledge structures (Important to have relevant knowledge structures well learned) Have students develop questions; as questions of themselves, about what's going on around them. (Have you asked a good question today/) Help students to know when to ask for help. (Must be able to self-monitor; require students to show how they have attempted to deal with the problem of their own. ) Show students how to transfer knowledge, attitudes, values, skills to other situations or tasks.

20. Novice Learners ① Have different knowledge in the different subject areas. ② Satisfied at just scratching the surface; hurriedly gives a solution to the problem. ③ Employ rigid strategies that may not be appropriate to the task at hand. ④ Attempt to process all information they receive. ⑤ Do not examine the quality of their work, nor stop to make revisions. Expert Learners ① Have deeper knowledge in different subject areas because they look for interrelationships in the things they learn. ② First they try to understand the problem, look for boundaries, and create a mental picture of the problem. ③ Design new strategies that would be appropriate to the task at hand. ④ Select important information manageable chunks. ⑤ Check their errors/ redirect effort to maintain quality outputs. - they process information at their own pace. - they absorb/process information “ Schematic Diagram showing the differences and similarities between novice and expert learners “ Aspect of learning : ① Knowledge in different subject areas ② Problem Solving ③ Learning/ thinking strategies ④ Selectivity in Processing ⑤ Production of Output Are you a novice learner? or an expert learner?

21. Facilitating Learner-Centered Teaching : Lesson 2 metacognitive regulation & control

22. Metacognitive Regulation METACOGNITIVE REGULATION Regulation is used to describe how individual monitor and assess their knowledge. This includes knowing how and when to use certain skills, and helps individuals to control their learning. An example of this would be a student reflecting on his or her own work, a task that is often assigned while in school. Later on, individuals assess themselves by asking, “How am I doing? How could I do this more efficiently or accurately next time?"

23. Metacognitive Regulation METACOGNITIVE REGULATION Metacognitive regulation is the second element of metacognition . Whereas metacognitive knowledge refers to the learners' knowledge or beliefs about the factors that affect cognitive skills, metacognitive regulation pertains to their ability to keep track of (monitor) and assess their knowledge or learning I includes their ability to find out what, when, and how to use a particular skill for a given task. In this manner, they can control their learning. Self-regulation is essential in metacognition.

24. Metacognitive Regulation Metacognitive regulation involves three processes: setting goals and planning, monitoring and controlling learning, and evaluating own regulation (see Figure 2).

25. Metacognitive Regulation 1. Planning Planning involves the selection of appropriate strategies and the allocation of resources that affect performance (Schraw, 2002). Together with setting goals, planning is considered a central part of students' ability to control their learning processes and to learn outcomes through deliberate self regulatory decisions and actions. Goals are dichotomized as mastery goals and performance goals (Paulson & Bauer, 2011). Mastery goals are related to process, learning, and development. In contrast, performance goals are usually associated with product orientations and demonstrating competence or social comparisons to the peer group.

26. Metacognitive Regulation At this point of metacognitive regulation, the learner's questions include the following: What am I asked to learn or do here? What do I already know about this lesson or task? What should be my pacing to complete this task? What should I focus on when learning or solving this task?

27. Metacognitive Regulation 2. Monitoring Monitoring refers to one's ongoing awareness of comprehension and task performance (Schraw, 2002). Referred to as metacognitive monitoring and controlling learning , it also involves the monitoring of a person's thinking processes and the current state of knowledge. Given a task, it involves the awareness of the person that the prerequisite knowledge and process to manage the task is sufficient to succeed in it. It also involves the ability to consider the accuracy of the knowledge and procedure to solve the task. If ever inadequacy is felt, the person can control the processes undertaken to still succeed in the resolution of the task.

28. Metacognitive Regulation At this stage, some questions asked by the learners include the following: Do I have adequate knowledge to solve the problem? Are my prior knowledge and skills appropriate for this task? Are my strategies appropriate for this task? What can I do to get additional information for this task?

29. Metacognitive Regulation 3. Evaluating The last step is evaluating, assessing knowledge or learning. It refers to appraising the products and efficiency of one's learning (Schraw, 2002). It involves the person's ability to evaluate how well the strategies are used to lead to the solution of the problem or completion of the task. It tells whether or not the procedure resulted to the correct answer or a different answer.

30. Metacognitive Regulation Sample questions asked by the learner in this phase of metacognitive regulation are the following: What new learning was achieved? What universal understanding should I remember? Was the correct answer obtained? Were the goals set achieved? What could I have done to make my work better? What should I do the next time I encounter a similar situation?

31. Metacognitive Regulation Remember Metacognitive processes involves one’s ability to control and regulate his or her learning. It involves planning (the use of appropriate strategies and resources), monitoring (keeping track of the progress of learning), and evaluating (determining the result or product of learning). In every stage, asking questions and providing answers serve as guides to the thinking process .

32. Facilitating Learner-Centered Teaching : Lesson 3 metacognitive INSTRUCTION

33. Metacognitive Instruction Principles of Metacognitive Instruction Developing metacognitive thinking among students needs the creativity of the teacher. Using metacognitive strategies facilitates how learners learn. As studies have proven, metacognitive teaching practices enhance the learners' capabilities to transfer their competencies in learning new tasks in new contexts ( Palinscar & Brown, 1984; Schoenfeld, 1991). Moreover, metacognitive teaching practices make learners aware of their strengths and weaknesses as they learn. Knowing their strengths give them the confidence to pursue a task. Knowing their weaknesses lead them to strategize on how to overcome their limited knowledge and how to source out the needed information for the task.

34. Metacognitive Instruction To effectively develop metacognitive skills among learners, Veenman et al. (2012) recommend three fundamental principles (see Figure 3).

35. Metacognitive Instruction Metacognitive Teaching Strategies Varied metacognitive strategies to teach learners to undergo metacognitive thinking have been proven effective. These include the following: Graphic Organizers Think Aloud Journalizing Error Analysis Wrapper Peer mentoring

36. Metacognitive Instruction Graphic Organizers Graphic organizers are visual illustrations displaying the relationships between for ideas, or concepts. Through the visual displays, learners are guided in their thinking, needed information. One good example is the KWHLAQ chart, a variant of the KWI during the planning, monitoring, and evaluating phases of metacognition.

37. Metacognitive Instruction Think Aloud Think aloud helps learners to think aloud about their thinking as they undertake a task. The learners report their thoughts while they do it. With the help of a more knowledgeable learner, the errors in thinking and the inadequacy of declarative, procedural, and conditional knowledge can be pointed out giving the learner increased self-awareness during learning.

38. Metacognitive Instruction Journalizing Journalizing can be used together with think aloud. In a journal, learners write what was in their mind when they selected an answer and the reasons for their choice. Later, they write about their realizations where they were wrong and what should have been considered in answering. Finally, they resolve on what to do the next time a similar situation/problem arises .

39. Metacognitive Instruction Error Analysis Error analysis is a "systematic approach for using feedback metacognitively to improve one's future performance” ( Hopeman , 2002). Asking the learners where they are correct and wrong provides avenues for them to evaluate their thinking. It results in a learner's metacognitive knowledge of own mistakes and making use of them to improve future performance.

40. Metacognitive Instruction Wrapper Wrapper is an activity that fosters learners' metacognition before, during, and after a class. In a reading class, before the selection is read, the teacher asks about the theme of the selection based on the story title. While reading the selection, learners are asked if their assumptions were true. After reading, the learners are asked what made them comprehend or not comprehend the story.

41. Metacognitive Instruction Peer Mentoring Peer mentoring is a proven metacognitive strategy as many learners learn best when studying with peers who are more informed and skilled than them. Novice learners, by observing their more skilled peers, can learn from the metacognitive strategies of their peer mentors. The use of cooperative learning strategies is helpful toward this goal.

42. Metacognitive Instruction Teaching metacognitive thinking strategies to learners is a must if teachers want them to be self-regulated learners. Several studies have shown the benefits of metacognitive instruction. Goh (2008) cites her study (Liu & Goh, 2006) that proved metacognitive knowledge can be increased through classroom instruction.

43. Metacognitive Instruction The work of Goh and Hu (2013) demonstrated a causal relationship between metacognitive instruction and a statistically significant improvement in listening performance. another study, students' use of metacognitive skills in problem solving— with five main processes that encompass an emerging substantive theory, namely: understanding the problem through sense-making; organizing and constructing useful information from the problem; planning solution strategies by identifying, conjecturing, and selecting strategies; executing the plan; checking process and strategies undertaken, and reflecting and extending the problem -has facilitate development of Filipino students' problem-solving heuristics (Tan & Limjap , 2018).