FACILCT

Module 1:
Metacognition &
Learner-Centered
Psychological Principles
Learning Objectives
Explain metacognition in your
Explain the 14 principles
own words
Advocate the use of the
Apply metacognitive strategies
in your own quest for learning as 14 principles in the
a novice or an expert learner teaching-learning process
 Metacognition
"Thinking about
Thinking"

Metacognition Metacognition Application of Learners who do

and Knowledge Metacognition not use
Development Variables metacognition
leads want to be remain to be novice
an expert learner learners

Teaching Person Characteristics Characteristics

strategies to Variables
develop of expert of novice
metacognition learners learners

Task
Variables

Strategy
Variables
 Activity
Answer the following
questionnaire posted in
Bigsky. Put a mark in the
column that best describes
what is true to you.
 The term "metacognition" was
coined by John Flavell. According
to Flavell (1979, 1987),
metacognition consists of both
metacognitive knowledge and
metacognitive experiences or
regulation.
 Metacognition
"thinking about thinking" or "learning how to learn"
higher-order thinking which involves active awareness and
control over the cognitive processes engaged in
Metacognitive knowledge refers to acquired knowledge about
cognitive processes, knowledge that can be used to control
cognitive processes
Metacognitive knowledge has three categories: knowledge of
person variables, task variables, and strategy variables
 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
 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.
Task Variables
knowledge about the nature of the task as well
as the type of processing demands that it will
place upon the individual
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.
Strategy awareness of the strategy you are
using to learn a topic and
variables 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
 Strategy Variables
Meta-attention is the Meta-memory is your
awareness of specific strategies
awareness of memory
so that you can keep your
strategies that work best
attention focused on the topic or
task at hand. for you.
Omrod (2019) includes
the following in the Knowing the limits of one's own
practice of learning and memory capacities
metacognition:
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 (2019) includes
the following in the Using effective learning strategies to
practice of process and learn new material
metacognition: Monitoring one's own knowledge and
comprehension. In other words,
knowing when information has been
successfully learned and when it's not
Using effective strategies for retrieval
of previously stored information
Knowledge is said to be metacognitive
if it is keenly used in a purposeful
manner to ensure that a goal is met
 Huitt (2006) believes that metacognition includes
the ability to ask and answer the following types
of questions:

• What do I know about this subject, • Did I understand what I just heard,
topic, issue? read or saw?
• Do I know what I need to know? • How will I know if I am learning at an
• Do I know where I can go to get some appropriate rate?
information, knowledge? • How can I spot an error if I make one?
• How much time will I need to learn this?
• How should I revise my plan if it is not
• What are some strategies and tactics
working to my expectations/satisfaction?
that I can use to learn this?
 Metacognitive Strategies to
Facilitate Learning
Metacognitive awareness was evident in preschoolers
and in students as young as eight years old (Fang & Cox,
n.d.)
Children already have the capacity to be more aware and
reflective of their own learning not many have been
taught and encouraged to apply metacognition
 Metacognitive Strategies to
Facilitate Learning
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)
Metacognition involves knowledge and skills which
you and your students can learn and master
 Examples of teaching strategies
to develop metacognition
1. Have students monitor their own learning and
thinking. (Example: have a student monitor a
peer's learning/thinking/behaving in dyad)
2. Teach students study or learning strategies
(TQLR and PQ4R)
Examples of teaching strategies
to develop metacognition
TQLR — This can be taught to
younger students (primary grades).
It is a metacognitive strategy before
listening to a story or presentation.
 TQLR
Q is for Question. The learner is given
T is for Tune in. It is first important for the
questions or he thinks of questions about
learner himself to be aware that he is paying
what he will soon learn.
attention, and that he is ready to learn.

L is for Listen. The learner then intentionally R is for Remember. The learner uses ways
exerts effort to listen. He becomes aware if he
or strategies to remember what was
is momentarily detracted and goes back to
learned.
listen again.
 Examples of teaching strategies
to develop metacognition
PQ4R —This is usually for older
students in the intermediate levels
and onwards. This strategy is 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

PQ4R ideas in the chapter. Read the summary

of the chapter first.

Q - Question. Read the guide questions

provided, or think of your own questions
about the topic.
 R -Recite.
R - Read. Check Workas on
out subheadings answering
you read. Pay attention to
words that are printed in bold or italicized. Find out the meaning
the
of words that arequestions you
not clear to you. Use ahad earlier.
marker or colored pencil
to highlight important words or phrases.

PQ4R 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 you learned? How is this relevant or
useful to you?
 Examples of teaching strategies
to develop metacognition
3. Have students make predictions about
information to be presented next based on what
they have read.
4. Have students relate ideas to existing knowledge
structures. (It is important to have relevant
knowledge structures well learned.)
 Examples of teaching strategies
to develop metacognition
5. Have students develop questions; ask questions of themselves,
about what's going on around them (Have you asked a good
question today?)
6. Help students to know when to ask for help. (He/she must be able
to self-monitor; require students to show how they have attempted
to deal with the problem of their own.)
7. Show students how to transfer knowledge, attitudes, values, skills
to other situations or tasks.
Novice and Expert Learners
In the last twenty years, cognitive
psychologists have studied the distinctions
among learners in the manner they absorb
or process information.
They are able to differentiate expert
learners from novice learners.
Novice and Expert Learners

A very important factor that separates

these two types of learners mentioned is
metacognition.
Expert learners employ metacognitive
strategies in learning.
 Cognitive and Motivational and
Metacognitive Factor Affective Factors
(6 principles) (3 principles)

14 Learner-
Centered
Principles

Developmental and Individual

Social Factors Differences Factors
(2 principles) (3 principles)
 The Learner-Centered
Psychological Principles were
put together by the American
Psychological Association. The
following 14 psychological
principles pertain to the learner
and the learning process.
 The 14 principles have the following
aspects:

They focus on psychological factors that are

The principles are intended to deal
primarily internal to and under the control of
holistically with learners in the context of
the learner rather than conditioned habits or
real-world learning situations. Thus, they
physiological factors. However, the principles
are best understood as an organized set
also attempt to acknowledge external
of principles; no principle should be
environment or contextual factors that
interact with these internal factors. viewed in isolation.
 The 14 principles have the following
aspects:

The 14 principles are divided into those

The principles are intended to apply
referring to (1) cognitive and metacognitive, to all learners — from children to
(2) motivational and affective, teachers, to administrators, to
(3) developmental and social, and parents, and to community
(4) individual differences factors influencing members involved in our
learners and learning.
educational system.
Cognitive and
Metacognitive
Factors
 Nature of the
learning process
The learning of a complex subject matter
is most effective when it is an intentional
process of constructing meaning from
information and experience.
 Goals of the
learning process
The successful learner, over time and
with support and instructional guidance,
can create meaningful, coherent
representations of knowledge.
 Construction of
knowledge
The successful learner can link
new information with existing
knowledge in meaningful ways.
Strategic thinking

The successful learner can create and

use a repertoire of thinking and reasoning
strategies to achieve complex learning
goals.
 Thinking about
thinking
Higher-order strategies for
selecting and monitoring mental
operations facilitate creative and
critical thinking.
 Context of
learning
Learning is influenced by
environmental factors, including
culture, technology and instructional
practices.
Motivational
and Affective
Factors
 Motivational and
emotional influences
on learning
What and how much is learned is influenced by
the learner's motivation. Motivation to learn, in
turn, is influenced by the individual's emotional
states, beliefs, interests and goals, and habits of
thinking.
Intrinsic motivation
to learn
The learner's creativity, higher order thinking, and
natural curiosity all contribute to motivation to learn.
Intrinsic motivation is stimulated by tasks of optimal
novelty and difficulty, relevant to personal interests,
and providing for personal choice and control.
Effects of motivation
on effort
Acquisition of complex knowledge and skills
requires extended learner effort and guided
practice. Without learners' motivation to learn,
the willingness to exert this effort is unlikely
without coercion.
Developmental
and Social
Factors
 Developmental
influences on learning
As individuals develop, there are different
opportunities and constraints for learning. Learning
is most effective when differential development
within and across physical, intellectual, emotional
and social domains is taken into account.
Social influences on
learning
Learning is influenced by social
interactions, interpersonal
relations, and communication with
others.
Individual
Differences
Factors
Individual differences
in learning
Learners have different strategies,
approaches and capabilities for learning
that are a function of prior experience and
heredity.
 Learning and
diversity
Learning is most effective when
differences in learners' linguistic,
cultural, and social backgrounds
are taken into account.
 Standards and
assessment
Setting appropriately high and challenging
standards and assessing the learner as well as
learning progress — including diagnostic process
and outcome assessment — are integral parts of
the learning process.
Summary of the 14 Principles
The knowledge base. One's existing
Strategic processing and control.
knowledge serves as the foundation of all
future learning. The learner's previous Learners can develop skills to
knowledge will influence new learning reflect and regulate their thoughts
specifically on how he represents new
and behaviors in order to learn
information, makes associations and filters
more effectively (metacognition).
new experiences.
Summary of the 14 Principles
Motivation and affect. Factors such
Development and Individual
as intrinsic motivation (from within), Differences. Learning is a unique
reasons for wanting to learn, journey for each person because each
personal goals and enjoyment of learner has his own unique combination
learning tasks all have a crucial role of genetic and environmental factors

in the learning process. that influence him.

Summary of the 14 Principles

Situation or context. Learning

happens in the context of society
as well as within an individual.
THANK YOU
See you next time!