METACOGNITION Group Project Presentation.pdf

This is all about metacognition, its components, and strategies

1. M
E
TACOGNITIO
NM
E
TACOGNITIO
N
PREPARED BY: TEACHERPREPARED BY: TEACHER
KYZILKYZIL
T
H
I
N
K
IN
G ABOUT TH
IN
G
K
I
N
G
T
H
I
N
K
IN
G ABOUT TH
IN
G
K
I
N
G

2. •Identify and explain metacognition, its components and
teaching strategies.
OBJECTIVES:OBJECTIVES:
At the end of the presentation, learners will be able to:
•Appreciate the value of self-awareness and reflection in improving
performance.
•Apply and explore metacognitive strategies that build
metacognitive skills

3. W
H
A
T
IS METACOG
N
IT
I
O
N
?W
H
A
T
IS METACOG
N
IT
I
O
N
?

4. M
E
TACOGNITIO
N
M
E
TACOGNITIO
N
-The awareness and regulation of
one’s own thinking processes.
-thinking about thinking,”

5. COMPONENTS OFCOMPONENTS OF
METACOGNITIONMETACOGNITION

6. METACOGNITIVE METACOGNITIVE
KNOWLEDGEKNOWLEDGE

7. TYPES OF METACOGNITIVETYPES OF METACOGNITIVE
KNOWLEDGEKNOWLEDGE
Declarative
Knowledge
Procedural
Knowledge
Conditional
Knowledge

8. T
Y
P
E
S

O
F
M
E
TACOGNITIVE K
N
O
W
L
E
D
G
E
T
Y
P
E
S

O
F
M
E
TACOGNITIVE K
N
O
W
L
E
D
G
E
Declarative
Knowledge or
personal knowledge
- Is a type of
knowledge you can
state or declare
- Is all about “what”
1

9. T
Y
P
E
S

O
F
M
E
TACOGNITIVE K
N
O
W
L
E
D
G
E
T
Y
P
E
S

O
F
M
E
TACOGNITIVE K
N
O
W
L
E
D
G
E
Procedural
Knowledge or task
knowledge
- It’s knowing how to do
something
- Is the “how-to” kind
of knowledge
2

10. T
Y
P
E
S

O
F

M
E
T
A
COGNITIV
E
K
N
O
W
L
E
D
G
E
T
Y
P
E
S

O
F

M
E
T
A
COGNITIV
E
K
N
O
W
L
E
D
G
E
Conditional Knowledge
or strategy knowledge
- Knowing when and
why to use certain
strategies
3

11. METACOGNITIVEMETACOGNITIVE
REGULATION ANDREGULATION AND
CONTROLCONTROL

12. 3 METACOGNITIVE REGULATION3 METACOGNITIVE REGULATION
PROCESSES:PROCESSES:
PLANNINGMONITORINGEVALUATING

13. 3

M
E
T
A
C
O
G
N
IT
IVE REGULATIO
N
P
R
O
C
E
S
S
E
S
:3

M
E
T
A
C
O
G
N
IT
IVE REGULATIO
N
P
R
O
C
E
S
S
E
S
:
PLANNING
- Setting goals and
choosing how to
approach a task
1

14. 3

M
E
T
A
C
O
G
N
IT
IVE REGULATIO
N
P
R
O
C
E
S
S
E
S
:3

M
E
T
A
C
O
G
N
IT
IVE REGULATIO
N
P
R
O
C
E
S
S
E
S
:
MONITORING
- Keeping track of
your understanding
during learning
2

15. 3

M
E
T
A
C
O
G
N
IT
IVE REGULATIO
N
P
R
O
C
E
S
S
E
S
:3

M
E
T
A
C
O
G
N
IT
IVE REGULATIO
N
P
R
O
C
E
S
S
E
S
:
EVALUATING
- Reviewing what
worked and what
didn’t after learning
3

16. METACOGNITIVEMETACOGNITIVE
TEACHINGTEACHING
STRATEGIESSTRATEGIES

17. STRATEGIES:STRATEGIES:
1
THINK
ALOUD
- Learner talk through
their thoughts while
solving a task

18. STRATEGIES:STRATEGIES:
2
JOURNALIZING
- They write down why
they made a choice and
reflect on what they
could improve next time.

19. STRATEGIES:STRATEGIES:
3
ERROR
ANALYSIS
- Learners look at their
mistakes, figure out why
they made them, and
learn how to avoid them.

20. STRATEGIES:STRATEGIES:
4
WRAPPER
- Before, during, and after
class, learners reflect on
their understanding and
thinking process.

21. STRATEGIES:STRATEGIES:
5
PEER
MENTORING
- Learners observe and
learn metacognitive skills
from more knowledgeable
peers.

22. CONCLUSIONCONCLUSION
Metacognition helps learners
understand, control, and improve
how they learn
Teachers can guide students to
become self-aware and strategic
learners

23. THAN KTHAN K
YO UYO U