MODULE-__1-__METACOGNITION__PROF-ED.pptx

Metacognition

1. Module 1: Metacognition

2. Learning Outcomes: a. Explain metacognition in your own words; and, b. Apply metacognitive strategies in your own quest for learning as a novice or an expert learner.

3. The most important goal of education is to teach students how to learn on their own. “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

4. It is not at all that complicated. In fact, we do metacognitive activities so often in our daily lives. When you sense that you are experiencing some difficulty with a topic you are studying, and you try out different strategies to learn better, you are practicing metacognition. METACOGNITION???

5. He coined the term “ metacognition ” which accordingly, consisting both Metacognitive Knowledge & Metacognitive Experiences/Regulation

6. Refers to higher-order thinking which involves active awareness and control over the cognitive processes engaged in learning. METACOGNITION “Thinking about thinking”

7. METACOGNITIVE KNOWLEDGE Refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive process. Three categories of Metacognitive Knowledge: Person Variables Task Variables Strategy Variables

8. 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.

9. Task Variables Knowledge of task variables includes knowledge about the nature of the task as well as the type of processing demands that it will place upon the individual. It is about knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of effort it will demand from you.

10. Strategy Variables Knowledge of strategy variables involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective. If you think your strategy is not working, then you may think of various strategies and try out one to see if it will help you learn better.

11. Meta-Attention The awareness of specific strategies so that you can keep your attention focused on the topic or task at hand. Meta-Memory Your awareness of memory strategies that work best for you. Meta-attention & Meta-Memory

12. Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a goal is met. Example : “I know that I (personal variable) have more difficulty with my Science assignments than English and find Social Science easier (task variable), so I will do my homework in Science first, then English, then Social Science (strategy variable).

13. The challenge here then to educators is how to integrate more activities that would build the student’s capacity to REFLECT on their own characteristics as learner ( self-knowledge ), the tasks they are to do ( task ) and the strategies that they can use to learn ( strategic knowledge ).

14. Metacognition involves knowledge and skills which YOU and YOUR STUDENTS can learn and master.

15. Teaching Strategies to Develop Metacognition 1. Monitor the students 2. Teach the STUDY/LEARNING STRATEGIES 3. Let the students make predictions 4. Relate ideas to existing knowledge structures 5. Have students develop questions 6. Help students to know when to ask for help 7. Transfer knowledge.

16. More strategies to develop Metacognition TQLR Method -for younger students Tune In. Be aware that he is paying attention, and that he is ready t learn Question. The learner is given questions he thinks about what he will soon learn. Listen. Learner intentionally exerts effort to listen. If he is momentarily distracted, he has to go back to listen again. Remember. He uses ways or strategies to remember what was learned.

17. PQ4R Method - this strategy is used in studying a unit or chapter PREVIEW- Scan the whole chapter. QUESTION - Read the guide questions provided, or think of your question about the topic. READ- Check out subheadings is you read. Find out the meaning of words that are not clear to you. RECITE- Work on answering the questions you had earlier. REVIEW- Pinpoint topics you may need to go back and read in order to understand better. REFLECT- Think about what you read.

18. Aspect of Learning Novice Learners Expert Learners Knowledge in different subject areas Have limited knowledge in the different subject areas Have deeper knowledge in different subject areas because they look for interrelationships in the things they learn. Problem Solving Satisfied at just scratching the surface; hurriedly gives a solution to the problem. First try to understand the problem, look for boundaries, and create a mental picture of the problem. Learning /thinking Strategies Employ rigid strategies that may not be appropriate to the task at hand. Design new strategies that would be appropriate to the task at hand. Selectivity in Processing Attempt to process all information they receive. Select important information to process; able to breakdown information to manageable chunks. Production of output Do not examine the quality of their work, nor stop to make revisions. Check their errors and redirect their efforts to maintain quality output. NOVICE LEARNERS VS. EXPERT LEARNERS

19. Activity: Define the following: a. Metacognition b. Person Variables c. Task Variables d. Strategy Variables 2. What is the difference between meta-attention and meta-memory? 3. Choosing 2 aspects of learning, differentiate a novice learner from an expert learner.

20. Lucas, Maria Rita D. & Corpuz , Brenda B. (2014) Facilitating Learning: Lorimar Publishing Inc., Metro Manila, Philippines