Metacognition

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Objectives:
● Explain metacognition in your own words.
● Apply metacognitive strategies in your own quest for learning as a novice or an expert
learner.

Introduction
Metacognition is such a long word. What does it mean? You will find this out in this
module.

Advance Organizer

Metacognition
“Thinking about
Thinking”

Application of Learners who do

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

Metacognition Person Characteristics CHaracteristic

and Variable of Expert s of Novice
Development s Learners LEarners

Task
Variable
s

Strategy
Variable
s

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Engage
Answer the following questionnaire.Put a check in the column that best describes what is
true to you.

Part I

Always Sometimes Never Your

(10) (5) (0) Score

I exert effort to find out why I need to do a particular task

I reward myself when I work

I see to it that I give myself regular breaks from work.

I am able to keep my concentration and oes not let my my

mind “drift away.”

I have ways of dealing with distractions

I am willing to do the work I do not enjoy because I see it

as important.

I seek clarification from the teacher about her expectations

and standards.

I go to tutorials to improve my school work.

Part 2

Always Sometimes Never Your

(10) (5) (0) Score

I make a weekly timetable for the school work I need to

accomplish

I make a review schedule for examinations

I plan to get the necessary resources and equipment prior

to starting work.

I submit all my assignments on time

I have a place to work where I won’t be disturbed

I have time for family commitments and relaxations as well

as studying

I prioritize tasks which should be done first, second and so

on.

I make lists of things to do

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 I make a list of valuable references with bibliographic
details, page numbers of quotes and so on.

I review my work before submitting it.

Part 3

Always Sometimes Never Your

(10) (5) (0) Score

I discuss work assignments with other students

I share resources with other students

I keep cutting from newspapers and magazines which may

be of help to me.

I make sure I see TV programs which may be useful

I read the topic assigned before a session

I ask questions and generally take part in group

discussions

I listen out for key ideas when someone is talking

When I am listening to someone, I try to anticipate what

they will say next.

Part 4

Always Sometimes Never Your

(10) (5) (0) Score

I get so worried about assignments that they make me feel

ill

This worry about assignments makes me feel depressed

I feel miserable about doing assignments

I let these concerns about the work get on top of me

When I need to work, others always succeed in persuading

me to go out.

I have difficulty in talking to others about my worries

I ignore my personal fitness through worrying about

assignments

The stress of assignments causes me to get behind and I

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 never seem to catch up.

Part 6

Always Sometimes Never Your

(10) (5) (0) Score

My notes indicate the main ideas, rather than merely

repeat what has been said.

I listen for key ideas when listening to a speaker

I approach tutors for help

I organize or file my notes regularly

O re-write my notes under key ideas, headings, using

numbering or lettering schemes.

I have a shorthand technique of my own.

I underline or highlight key ideas so they stand out

I decide before reading a book whether it is vital or

background reading

I check the contents page for relevance before reading a

book

I look for summaries at the end of chapters

Part 6

Always Sometimes Never Your

(10) (5) (0) Score

I see to it that I understand what is really being asked for in

the assignment/ project

I read other references and read about the topic

I make an outline/plan before doing my assignment/project

I check for spelling mistakes

My essays have clear introductions

My essays have a conclusion

I frequently check back to the title during the writing of an

essay

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 My essay/ research paper has a full set of references and
a bibliography

I review project/ assignment before submitting it

I request someone else to look at/read my project/

assignment before submitting it.

Scoring:
The six parts of the questionnaire pertain to the following aspects of study habits:
Part 1 Motivation
Part 2 Organizing and planning your wok
Part 3 Working with others; Utilizing resources and Feedback
Part 4 Managing school work stress
Part 5 NOte-taking and reading
Part 6 Preparing an assignment/project

Use the scoring guide below

Scoring for Part 1 Motivation
Score: 10 for Always
5 for Sometimes
0 for Never
Feedback 👉 Scores from 55 to 80 mean that you do not appear to have many problems in
getting down to work and keeping to it.
👉 Scores from31 to 50 mean that you sometimes get down to work but you can be
distracted, you might not always be certain why you have to work. You probably could benefit
from learning some techniques that help you get down to work more consistently and keep at it.
👉 Scores of 30 and below signify that you really do have problems in getting down
to work. Unless you develop skills in this area you are likely to have many unsatisfactory
experiences as a student throughout your life. You need to take action.

Scoring for Part 2 Organizing and Planning your Work

Score: 10 for Always
5 for Sometimes
0 for Never
Feedback:👉 Scores from 70 to 100 mean you are well-organized and plan ahead for your
work
👉 Scores from 40 to 65 mean you are not as well-organized as you can be. Your time
management may benefit from a closer analysis.
👉 Scores of 35 and below mean you have little organization, probably deal with
things as they happen, constantly doing things at the last minute, often not getting work
completed. You need to take action.

Scoring for Part 3

Score: 10 for Always

5
 5 for Sometimes
0 for Never
Feedback:👉 Scores from 55 to 85 mean you make full use of resources available, listen well
and take an active part in seminars.
👉 Scores from 35 to 50 mean probably collect resources, but you need to ask
yourself how to use them more effectively.
👉 Scores of 30 and below mean there are important resources around you that you
are ignoring. You may not be hearing much of what is being said. You need to know what
resources are available, and you need to find out where there are and what they have to offer.
You need to take action.
,
Scoring for Part 4 Managing School Work Stress
Score: 10 for Always
5 for Sometimes
0 for Never
Feedback:👉 Scores from 65 to 80 mean that although you sometimes get stressed and
worried you have the skills of knowing how to minimize problems and look after yourself.
👉 Scores from 40 to 65 mean that you handle your anxieties and concerns
moderately well but could develop skills to manage them more effectively
👉 Scores of 35 and under mean that you are likely to get overwhelmed with your
problems which will make you much less effective as student. You need to acquire the skills of
managing stress more effectively. You need to take action.

Scoring for Part 5 Note-taking and Reading

Score: 10 for Always
5 for Sometimes
0 for Never
Feedback:👉 Scores from 75 to 110 mean you prepare well and read efficiently, learning as
you gp. You waste little time reading irrelevant materials.
👉 Scores from 45 to 70 mean your reading and note taking skills are adequate, but
could be improved.
👉 Scores of 40 and below mean your notes are likely to be of little use to you, if they
exist at all. You spend a lot of time reading and sitting in but come home with very little. You
need to become more selective in what you read and write down. You need to take action.

Scoring for Part 6 Preparing an Assignment/Project

Score: 10 for Always
5 for Sometimes
0 for Never
Feedback:👉 Scores from 70 to 100 mean that your essays are well thought out, researched
and clearly written.
👉 Scores from 40 to 65 mean that there is room for improvement although you do
demonstrate some skills.

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 👉 Scores of 35 and below mean that you probably wonder why your essays always
get such low marks. Resources and support are available to help you improve your essay
writing skills.
Take action now.

Explain
What you just did while answering the questionnaire and analyzing your scores is an
exercise in metacognition. You stopped for a moment and thought about how you study and
learn. You were reminded of your strengths and weaknesses, then you wrote what it is that you
can do to improve your study habits. Hopefully, this will help you start to learn more effectively.
The most important goal of education is to teach students how to learn on their own. The
quotation on the side margin stresses this. It is vital thar students acquire the skills of how to
learn; and that these skills enable them to learn and just while they are in school but for a
lifetime. This entails a deeper awareness of how one processes information, the ability to
evaluate his own thinking and to think of ways to make his own learning process more effective.
All these involve metacognition.
What is metacognition? This appears to be such a high-sounding word that some people
are confused about even before they actually spend time to find out what it really means. It is
not 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. The word, maybe long,
seems to be so intangible but it is worth focusing on because it can help you to be a more
successful learner. When you become a teacher, it can also help your students to learn more
efficiently and effectively.
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, simply put, is “thinking about thinking” or “learning how to learn”. It
refers to higher order thinking which involves active awareness and control over the cognitive
processes engaged in learning. Metacognitive knowledge refers to acquired knowledge about
cognitive processes. Favell further divides metacognitive knowledge into three categories:
knowledge of person variables, task variables and strategy variables.
Person variables. This 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 processes. For example, you
may be aware that you study more effectively if you study very early in the morning that late in
the evening, and that you work better in quiet library rather than at home where there are lot of
things that make it hard for you to focus and concentrate.
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 for you. For example, you may be aware that it takes more time for you to
read and comprehend a book in educational philosophy than that it is for you to read and
comprehend a novel.

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 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. Terms like meta-attention and meta-memory are related to strategy
variables. 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. Omrod includes
the following in the 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
● 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 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. For example, a student may use knowledge in planning how to
do a homework: “I know that I (person variable) have more difficulty with my science
assignments than English and fins Araling Panlipunan easier (task variable), so I will do
my homework in Science first, then Language Arts, then Araling Panlipunan (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 or oversee his/her own learning, then no
metacognition has been applied.
Huitt believes that metacognition includes the ability to ask and answer the following
types of questions:
● What do I know about this subject, topic, issue?
● Do I know what 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?
● 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?

Metacognitive Strategies to Facilitate learning

Researches such that of Fang and Cox showed that metacognitive awareness was
evident in preschoolers and in students as young as eight years old. Children already have the
capacity to be more aware and reflective of their own learning. However, not many have been
taught and encouraged to apply metacognition.

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 The challenge then to future teachers like you is to integrate more activities that would
build the 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). Remember, metacognition is like any other thing you will teach.
Metacognition involves knowledge and skills which you and your students can learn and master.
Here are some examples of teaching strategies to develop metacognition:
1. Have students monitor their own learning and thinking.
2. Teach students study or learning strategies
TQLR- This can be taught to younger students. It is a metacognitive strategy before
listening to a story or presentation.
T is for Tune in. It is first important for the learner himself to be aware that he is payin
attention, and that he is ready to learn.
Q if for Question. The learner is given questions or he thinks of questions about what
he will soon learn.
L is for Listen. The learner then intentionally exerts effort to listen. He becomes aware if
he is momentarily detracted and goes back to listen again.
R is for Remember. The learner uses ways or strategies to remember what was
learned.
PQ4R-This is usually for older learners in the intermediate levels and onwards. This
strategy is used to study a unit or chapter.
P is for Preview. Scan the whole chapter before delving on each paragraph. Check put
the objectives. Look for outlines or advance organizers that will give you an idea about
the important topics or ideas in the chapter. Read the summary of chapter first. (BUt
please don’t stop at the summary alone. NO.NO.NO. This is not a good idea at all. Read
the whole chapter.)
Q is for Question. Read the guide questions provided, or think of your own questions
about the topic.
R is for Read. Check out sub headings as you read. Pay attention on words that are
printed in bold or italicizes. Find out the meaning of words that are not clear to you. Use
a marker or colored pencil to highlight important words or phrases. (Do not highlight the
whole paragraph)
R is for Recite. Work on answering the questions you had earlier.
R is for Review. Pinpoint topics you may need to go back to and read in order to
understand better.
R is for 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?
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.
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.
7. Show students how to transfer knowledge, attitudes, values, skills to other situations or
tasks.

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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. A very important factor that separated these two types of learners
is metacognition. Expert learners employ metacognitive strategies in learning. They are more
aware of their learning process as they read, study and do problem solving. Expert learners
monitor their learning and consequently adjust their strategies to make learning more effective.

Differences Between Novice and Expert Learners

Aspect of Learning Novice Learners Expert Learners

Knowledge in different Have Limited knowledge in Have deeper knowledge in

subject areas the different subject areas different subject areas
because they look for
interrelationships in the things
they learn

Problem Solving Satisfied at just scratching First try to understand the

the surface; hurriedly gives a problem, look for boundaries,
solution to the problem and create a mental picture of
the problem

Learning/ thinking Strategies Employ rigid strategies that Design new strategies that
may not be appropriate to the would be appropriate to the
task at hand task at hand

Selectivity in Processing Attempt to process all Select important information

information they receive to process; able to
breakdown information
manageable chunks

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

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