Metacognition teach students on how to learn on

Metacognition

“teach students on how to learn on their own”

“acquire the skills of how to learn”

“skills enabling them to learn not just in school but for a lifetime”

“deeper awareness of how one processes information”

“ability to evaluate his own thinking”

“think of ways to make his own learning process more effective”

Metacognition • coined by John Flavell • consists of both metacognitive knowledge and metacognitive experiences or regulation

Metacognition “thinking about thinking” “learning how to learn”

Metacognition • Refers to higher order thinking which involves active awareness and control over the cognitive processes engaged in learning

Metacognition • Refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes

Three Categories of Metacognition Person Variables Task Variables Strategy Variables

Three Categories of Metacognition Person Variables – how one views himself as a learner and thinker knowledge about how human beings learn and process information, as well as individual knowledge of one’s own learning processes

Three Categories of Metacognition Task Variables – 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

Three Categories of Metacognition Strategy Variables – awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective Meta-attention – awareness of specific strategies so that you can keep your attention focused on the topic or task at hand Metamemory – awareness of memory strategies that work best for you

Omrod: Practice of Metacognition • Knowing the limits of one’s own learning and memory capacities • Knowing what learning tasks one can realistically accomplish within a certain amount of time • Knowing which learning strategies are effective and which are not • Planning an approach to a learning task that is likely to be successful

Omrod: Practice of Metacognition • Using effective learning strategies to process and learn new material • Monitoring one’s own knowledge and comprehension. In other words, knowing when information has been successfully learned and when its not • Using effective strategies for retrieval of previously stored information

Omrod: Practice of Metacognition • Knowledge is metacognitive = if keenly used in a purposeful manner to ensure that a goal is met –I have difficulty in … (person variable) –English is easy than Math but Filipino is the easiest … (task variable) –I will do my Math first then English and Filipino … (strategy variable)

Huitt: Ability to Ask • 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 strategies and tactics that I can use to learn this?

Huitt: Ability to Ask • Did I understand what I just heard, read, or saw? • How will I know if I 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 working to my expectations/satisfaction?

Metacognition and Development • Have students monitor their own learning and thinking • Have students learn study strategies • Have students make predictions about information to be presented next based on what they have read • Have students relate ideas to existing knowledge structures

Metacognition and Development • Have students develop questions; ask questions of themselves, about what’s going on around them • Help students to know when to ask for help • Show students how to transfer knowledge, attitudes, values, skills to other situations or tasks

Novice and Expert Learners Aspect of Learning Knowledge in different subject areas Novice Learners Expert Learners Have limited knowledge in the different subject areas Have deeper knowledge in different subject areas because they look for interrelationsh ips in the things they learn

Novice and Expert Learners Aspect of Learning Novice Learners Expert Learners 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

Novice and Expert Learners Aspect of Learning Novice Learners Expert Learners 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

Novice and Expert Learners Aspect of Learning Selectivity in Processing Novice Learners Expert Learners Attempt to process all information they receive Select important information to process; able to breakdown information to manageable chunks

Novice and Expert Learners Aspect of Learning Novice Learners Expert Learners Production of output Do not examine the quality of their work, nor stop to make revisions Check their errors redirect their efforts to maintain quality output

Assignment • Make a metacognitive gameplan to improve your study skills • Identify the 14 Learner-Centered Psychological Principles (LCP)