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Metacognition Chapter 1

Metacognition Chapter 1. Study Habits Questionnaire. Part 2. Part 3. Part 4. Part 5. Part 6. METACOGNITION - coined by John Flavell - consists of both metacognitive knowledge and metacognitive experiences or regulation - simply put, is “thinking about thinking” or

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Metacognition Chapter 1

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  1. Metacognition Chapter 1

  2. Study Habits Questionnaire

  3. Part 2

  4. Part 3

  5. Part 4

  6. Part 5

  7. Part 6

  8. METACOGNITION - coined by John Flavell - consists of both metacognitive knowledge and metacognitive experiences or regulation - simply put, is “thinking about thinking” or “learning how to learn” - refers to higher order thinking which involves active awareness and control over the cognitive processes engaged in learning

  9. refers to the acquired knowledge about cognitive processes, • knowledge that can be used to control cognitive processes • divided into three (3) categories: • 1. knowledge of person variables • 2. task variables • 3. strategy variables

  10. PERSON VARIABLES - includes how one views himself as a learner and thinker - refers to knowledge about how human beings learn and process information, as well as individual knowledge of one’s learning processes - example you may be aware that you study more effectively if you study very early in the morning than late in the evening, and that you work better in a quiet library rather than at home where there are a lot of things that make it hard for you to focus and concentrate

  11. TASK VARIABLE - 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 - example you may be aware that it takes more time for you to read and comprehend a book in educational philosophy than it is for you to read and comprehend a novel

  12. 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 - terms like meta-attention and meta-memory are related to strategy variables

  13. META-ATTENTION – is the awareness of specific • strategies so that you can keep your attention focused • on the topic or task at hand • META-MEMORY – is your awareness of memory • strategies that work best for you • these three variables all interact as you learn and apply • metacognition

  14. The following are used in the practice of metacognition: 1. Knowing the limits of one’s own learning and memory capacities. 2. Knowing what learning tasks one can realistically accomplish within a certain amount of time. 3. Knowing which learning strategies are effective and which are not 4. Planning an approach to a learning task that is likely to be successful.

  15. 5. Using effective learning strategies to process and learn new materials. 6. Monitoring one’s own knowledge and comprehension. In other words, knowing when information has been successfully learned and when it is not. 7. Using effective strategies for retrieval of previously stored information.

  16. 8. Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a goal is met. • Example: • A student may use knowledge in planning how to do homework: • “I know that I (person variable) have more difficulty with my • Science assignments than English and find AralingPanlipunan • easier (task variable), so I will do my homework in Science • first, then English, then AralingPanlipunan (strategy variable) • If one is only aware about one’s cognitive strengths or weaknesses • and the nature of the task but does not use this to guide his own • learning, then NO metacognition has been applied

  17. Metacognitive Strategies to Facilitate Learning • Fang and Cox showed that metacognitive awareness was evident • in preschoolers and in students as young as 8 yrs old; during • these years children have the capacity to be more aware and • reflective of their own learning • challenge for future teacher, is to integrate more activities that • would build your students’ capacity to reflect on their own • characteristics as learners (self-knowledge), the tasks they are • to do (task knowledge) and the strategies that they can use to • learn (strategic knowledge)

  18. 1. Have students monitor their own learning and thinking. 2. Teach students study or learning strategies. TQLR – this can be taught to younger students - metacognitive strategy before listening to a story or presentation T – Tune in - it is first important for the learner himself to be aware that he is paying attention, and that he is ready to learn

  19. Q – Question - the learner is given questions or he thinks of questions about what he will soon learn L – Listen - the learner then intentionally exerts effort to listen; he becomes aware if he is momentarily destructed and goes back to listen again R – Remember - the learner uses ways or strategies to remember what was learned

  20. PQ4R – usually for older students in the intermediate levels and onwards; used to study a unit or chapter P – Preview - scan the whole chapter before delving on each paragraph - check out the objectives - look for outlines or advance organizers that will give you an idea about the important topics and ideas in the chapter - rad the summary of the chapter first (but do not stop on the summary alone)

  21. Q – Question - read the guide questions provided, or think of your own questions about the topic R – Read - check out sub headings as you read - pay attention on words that are printed in bold or italicized - find out the meaning of words that not clear to you - use a marker or colored pencil to highlight important words or phrases

  22. R – Recite - work on answering the questions you had earlier R – Review - pinpoint topics you may need to go back to and read in order to understand better R – Reflect - think about what you read - Is everything clear to you? What are the main points learned? How is this relevant or useful to you?

  23. 3. Have students MAKE PREDICTIONS about information to be presented next based on what they have learned. 4. Have students RELATE IDEAS TO EXISTING KNOWLEDGE STRUCTURES. 5. Have students DEVELOP QUESTIONS, ask questions of themselves, about what’s going on around them 6. Help students to KNOW WHEN TO ASK FOR HELP. (Students must be able to self-monitor, require them to show how they have attempted to deal with the problems of their own)

  24. 7. Show students how to TRANSFER knowledge, attitudes, values, skills to other situations or tasks

  25. Novice and Expert Learners Difference between Novice and Expert Learners

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