metacognition2.pptxrequirement for the subject educ8

Presentation metacognition

1. Topic # 2 – Metacognition The main goal of education is to teach students how to learn and not what to learn;how to access knowledge/information rather than simply waiting for teachers to pour information into their heads .

2. Teaching students what to learn encourages memorization/recall. It denies the students the opportunity to engage in higher order thinking such as understanding, analyzing, evaluating

3. Developed by John H. Flavell , an Ameican developmental psychologist, in 1979 metacognition is defined as “thinking about your thinking.” The root “meta” means “beyond” so the term refers to “beyond thinking .” Metacognition includes all the processes of how we think (for example: planning, tracking, and assessing our own understanding or performance (acquiring the expert’s habit of monitoring one’s own thinking, of honestly assessing deeply one’s understanding of the material.)

4. “ Learning how to learn” higher order thinking which involves active awareness and control over the cognitive processes engaged in learning For example: in reading Before reading : What is my purpose for reading? What do I already know about this topic? How long do I take it will take me to complete...?

5. During reading Do I understand this? What can I connect this to? What are the important ideas ? After reading How did I perform? Do I understand? Do I need to reread any parts? Did the reading meet my expectations?

6. Metacognition can be in any of these forms; Task orientation., how you can identify your responsibilities and focus on the task to help you achieve your goal. Self-correction, reflecting on your learning abilities Thinking aloud, saying your thoughts so that other people can hear them. Reading the text aloud can help students engaged with the text and monitor their own comprehension . Goal setting, deciding what you want/what you want others to achieve.

7. Understanding what one already knows about a topic. Figuring out what one wants to know about a topic Realizing what one has learned in the course of a lesson Monitoring one’s understanding during the course of an activity Choosing which learning strategies to employ and when

8. “Metacognition is like mastering an athletic skill” To improve his skill performance, what must a novice golf player do? How is he similar to a student studying his lessons? Study the pictures below.

9. CATEGORIES OF METACOGNITIVE KNOWLEDGE Person variables:  What one recognizes about his or her strengths and weaknesses in learning and processing information . Task variables:  What one knows or can figure out about the nature of a task and the processing demands required to complete the task for example, knowledge that it will take more time to read, comprehend, and remember a technical article than it will a similar-length passage from a novel.

10. Strategy variables:  The strategies a person has “at the ready” to apply in a flexible way to successfully accomplish a task; for example, knowing how to activate prior knowledge before reading a technical article, using a glossary to look up unfamiliar words, or recognizing that sometimes one has to reread a paragraph several times before it makes sense .

11. These three variables interact as you learn and apply metacognition Example: I know that (person variable) I have difficulty with word problems (task variable)so I will answer the computational problem first and save the word problem for last(strategy variable).

12. Metacognitive regulation the ability to keep track of (monitor) and assess knowledge or learning a . setting goals and planning, b . monitoring and controlling learning, and c . evaluating one’s own regulation includes the 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

13. Self-regulation is essential in metacognition ( Bulusan , et al, 2019 ). A . Planning and Goal setting It is considered as central part of students ability to control their learning processes and to learn outcomes through deliberate regulatory decisions and actions A.1 Choosing appropriate strategies that affect performance A.2 Comes with setting goals: mastery goals (related to process, learning and development) and performance goals (associated with product orientations and demonstrating competence or social comparisons to peer groups.  

14. Questions to ask when planning… 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

15. B . Monitoring. On-going awareness of comprehension and task performance C . Evaluating 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.

16. Tells whether or not the procedure resulted to the correct answer or a different answer. Questions to ask when evaluating performance: What new learning was achieved ? Was the correct answer obtained ? Were the goals set achieved? What could I have done to make my work better? What should I do next time I encounter a similar situation?

17. METACOGNITIVE STRATEGIES TO FACILITATE LEARNING (To be assigned)