QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Module 2 Metacognition: Thinking About Thinking

Metacognition & Metacognitive Knowledge

Competencies
In this topic, you will discover the nature of metacognition, its components, and how metacognitive
processes work in the classroom. In this topic, , the students are expected to:
• explain metacognition and its components:
• delineate the relationship between metacognitive knowledge and metacognitive processes; and
• identify effective metacognitive teaching strategies to facilitate learning.
Discussion
Introduction

Children must be taught how to think, nor what to think

Margaret Mead

Today, facilitating learning is aimed at assisting learners in acquiring expected competencies. In

addition, the facilitation of learning addresses the expected competencies to help them understand
their learning and thinking. Research findings have shown that metacognitive thinking operates as a
vital skill to other skills like problem-solving, creative thinking, and critical thinking. The good news

m
er as
is that metacognition can be taught.

co
eH w Am I
understanding

o.
the message the
I am sure my
rs e
author has
answer is correct written?
ou urc
o
aC s
vi re

What do I know
y

about this story?

ed d
ar stu
is

Definition of Metacognition
Th

The term metacognition is attributed to Flavell. He described it as "knowledge concerning one's cognitive
processes and products or anything related to them, eg, the learning-relevant properties of information and
data "Furthermore, he referred to it as "the active monitoring and consequent regulation and orchestration of
these processes concerning the cognitive objects or data on which they bear, usually in the service of some
sh

concrete goal or objective" (Flavell, 1976). Simply stated, metacognition is knowledge and cognition about
cognitive phenomena" (Flavell, 1979). The meaning metamorphosed into thinking about thinking, knowing
about knowing." and "cognition about cognition.”
Components of Metacognition
The elements of metacognition are metacognitive knowledge and metacognitive regulation (Flavell, 2004).
These two elements are interrelated the presence of the first one enhances the second element .
Metacognitive knowledge (also called knowledge of cognition) refers to what individuals know about their
cognition or cognition in general" (Schraw. 2002). It involves three kinds of metacognitive awareness , namely:
declarative knowledge, procedural knowledge, and conditional knowledge.
Declarative Knowledge Procedural Knowledge Conditional Knowledge
✓ Knowledge about things ➢ Knowledge on how to do ✓ Knowledge on when and
why to apply cognitive acts

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
This study source was downloaded by 100000807401097 from CourseHero.com on 09-03-2021 08:37:14 GMT -05:00

“Molding Minds, Shaping Future”

https://www.coursehero.com/file/86110537/FacilitatingModuleSallyModule2metacognitionthinkingpdf/
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

things
✓ Knowledge about one’s ➢ Knowledge o how to execute ✓ Knowledge on when a
own abilities skills strategy is appropriate
✓ Knowledge about factors
affecting one’s own
performance
Declarative knowledge or personal knowledge is the learner's knowledge about things. It also refers to the
learner's understanding of own abilities, and the knowledge about oneself as a learner and of the factors that
moderate one's performance. This type of knowledge is not always accurate as the learner's evaluation of his or
her capabilities may be unreliable. For instance, that Manila is the capital of the Philippines and that cases is
the plural form of oasis are examples of declarative knowledge. That learner has limited information as to the
semantic rules is also a declarative knowledge.
Procedural knowledge or task knowledge involves the knowledge of how to do things and how skills or
competencies are executed. The assessment on the learner's task knowledge includes what knowledge is needed
(content) and the space available to communicate what is known (length). A learner given a problem-solving
task, for instance, knows that prerequisite information and prior skills are necessary to be recalled and readily
executed at the given time to solve the problem. Such knowledge gives confidence in working with the problem.
Conditional knowledge or strategy knowledge refers to the ability to know when and why various
cognitive acts should be applied. It involves using strategies to learn information (knowing how to know) as well
as adapting them to novel contexts (knowing when a strategy is appropriate). This knowledge is evident in a

m
learner who seeks the help of a school nurse to make a report on the communicable diseases prevalent in the

er as
community as well as this learner's knowledge that the best way to gather the information is to interview a
nurse and to go over the health records of the Municipal Health Office of the town.

co
eH w
Metacognitive knowledge is the result of an individual's metacognitive experiences. Flavell (1979)
explained them as experiences that an individual has through which knowledge is attained, or through

o.
regulation occurs." A learner who obtained low scores in knowledge and skills test becomes aware that he or
rs e
she has low declarative and procedural knowledge. In contrast, a learner who has always scored highest in both
ou urc

the content and skills tests has strong confidence in his adequacy of knowledge in the subject.
Similarly, metacognitive knowledge depends so much on the learner's metamemory, the knowledge of what
memory is, how it works, and how to remember things. Through instruction and individual effort, metamemory
develops over time. For instance, learners who have been taught how to organize information and use rehearsal
o

strategies have richer metamemory. They can retrieve declarative, procedural, and conditional knowledge when
aC s

required by the task.

vi re

Enrichment Activities
1. Considering your subject specialization, choose one competency related to a topic from a textbook used in a
particular grade level, then identify the metacognitive knowledge necessary for you to include in teaching the
y

desired competency. Use the matrix below as a guide.

Competency:
ed d

Subject Matter:
ar stu

Metacognitive knowledge Specific Skills to Develop in

the Lesson
Declarative Knowledge
is

Procedural Knowledge
Th

Conditional Knowledge

Comprehension Check
Direction: Identify if the following thoughts are more a declarative, procedural, or conditional knowledge. Write
sh

your answers on a separate sheet of paper.

1. I know that the context of this problem is not suited to the theory.
2. There are three ways to solve this problem.
3. This fact is essential to recall for the situation presented.
4. ROYGBIV makes it easy for me to remember the colors of the rainbow.
5. This is an irregular verb, thus, adding-ed to the word to make it past tense does not apply.
References
Bulusan, Ferdinand, et.al. 1st Ed 2019. Facilitating Learner-Centered Teaching. Manila: Rex Book Store, Inc.
Harasim, L. (2017) Learning theory & Online Technology. 2nd edition. New York:Routledge
Tan, D.A. & Limjap, A.A. (2018) Filipino student’s use of metcognitive skills in mathematical probem solving: An emergent
model. International Journal of Dev’t and Research, 08(05), 20430-20439. Retrieved from http:www.journallijdr.com/

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
This study source was downloaded by 100000807401097 from CourseHero.com on 09-03-2021 08:37:14 GMT -05:00

“Molding Minds, Shaping Future”

https://www.coursehero.com/file/86110537/FacilitatingModuleSallyModule2metacognitionthinkingpdf/
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

ASSESSMENT PAGE
Direction: Write your answer/s in the enrichment activities and Comprehension
Check in this page. Please detach this page and submit to your instructor .
NAME: __________________________________________ Date:____________________
MODULE No._____ Module Title: _________________________________
Course: ____________________ Year Level : ______________ Section: _______
Enrichment Activities:
Question:
Answer:

m
er as
co
eH w
o.
rs e
ou urc
o

Comprehension Check :
aC s
vi re
y
ed d
ar stu
is

Note: You can add additional paper/s if needed. Happy Working!

Th
sh

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
This study source was downloaded by 100000807401097 from CourseHero.com on 09-03-2021 08:37:14 GMT -05:00

“Molding Minds, Shaping Future”

https://www.coursehero.com/file/86110537/FacilitatingModuleSallyModule2metacognitionthinkingpdf/

Powered by TCPDF (www.tcpdf.org)