METACOGNITION • How much time will I need to learn this?

- Consists of both metacognitive knowledge • What are some strategies and tactics that I can
and metacognitive experiences or regulation use to learn this?
– John Flavell • Did I understand what I just heard, read or
- Understanding own skills saw?
Meta – beyond (Greek word) • How will I know if I am learning at an
Cognition – ability to think appropriate topic?
John Flavell – “Thinking about thinking” • How can I spot an error if I make one?
- “Learning how to learn” • How should I revise my plan if it is not
Meta –attention working to my expectation/satisfaction?
- Is the awareness of specific strategies so that
you can keep your attention focused on the METACOGNITION STRATEGIES TO
topic or task on hand. FACILITATE LEARNING
Meta- memory Some examples of teaching strategies to develop
- Is your awareness of memory strategies that metacognition
work best for you. 1. Have students monitor their own learning and
thinking.
THREE CATEGORIES OF METACOGNITIVE 2. Teach students study or learning strategies.
KNOWLEDGE • TQLR – it is a metacognitive strategy
Person Variables – Knowledge about how human before listening to a story or a
beings learn and process information presentation.
Task Variables – Knowledge about nature of task. • PQ4R – this strategy is used in a study
Knowing what exactly needs to be accomplished of a unit or chapter.
gauging its difficulty and knowing the kind of effort
it will demand for you. T – TUNE IN – it is first important for the learner
Strategy Variables – Involves awareness of the himself to be aware that he is paying attention and
strategy you are using to learn topic. that he is ready to learn.
- Meta –attention Q – QUESTION – the learner is given questions or
- Meta-memory he thinks of questions about what he will soon learn.
STRATEGIES FOR TASK BEFORE L – LISTEN – the learner exerts effort to listen
EXECUTING R – REMEMBER – the learner uses ways or
• Assess strategies to remember what was learned.
• Evaluate ---------------------------------------------------------------
• Plan ---------------------------------------------------------------
• Apply -----
• Reflect P – PREVIEW – Scan the whole chapter before
delving on each paragraph.
Jeanne Ellis Omrod, includes the following in the Q – QUESTION – Read the guide questions
practice of Metacognition provided, or think of your own questions about the
• Planning an approach to a learning task that topic.
is likely to be successful. R - READ - Check out sub headings as you read.
• Knowing the limits of one’s own learning and R – RECITE – Work on answering these questions
memory capacities. who had earlier.
• Knowing what learning task tasks one can R – REVIEW - Pinpoint topics you may need to go
realistically accomplish within a certain back and read in order to understand better.
amount of time. R – REFLECT – Think about what you read.
• Knowing which learning strategies are
effective and which are not
• Knowledge is said to be metacognitive it is 3. Have students make predictions about
keenly used in a purposeful manner to ensure information to be presented next based on
that a goal is met. what they read.
• Using effective learning strategies are 4. Have students relate ideas to existing
effective and which are not. knowledge structures.
• Monitoring one’s own knowledge and
comprehension. 5. Have students develop questions, ask
• Using effective strategies for retrieval of questions of themselves, about what’s going
previously stored information. on around them.

Huitt believes that metacognition includes the ability 6. Help students to know when to ask for help.
to ask and answer the following questions:
7. Show students how to transfer knowledge,
• What do I know about this subject, topic attitudes, values, skills to other situations of
issue? tasks.
• Do I know what I need to know?
• Do I know where I can get some information NOVICE LEARNERS AND EXPERT
knowledge? LEARNERS
Novice Learners Example: An expert gave a task to a learner that the
• A person who has just started learning or learner thinks it is too easy, so they will do the given
doing something. task without any help.
Expert Learners
• Employed metacognitive strategies in More Knowledgeable Others (MKO)
learning. ● Basically, the others are the one who has better
• Monitored their learning and consequently understanding or more knowledge that the learners.
adjusted their strategies to make learning Additionally, a child can receive instructions from
more effective.
the More Knowledgeable Others during the learning
process.
DIFFERENCE BETWEEN NOVICE AND
EXPERT LEARNERS
• Knowledge in different subject areas
• Problem solving Scaffolding
• Learning/thinking strategies ● This represents a support that helps the learners to
• Selective in processing reach a higher level of development.
• Production of output

Erik Erikson Psychosocial Development Theory

Lev Semyonovich Vygotsky (1896-1934)
● Erik Homburger Erikson (1902- 1994)
- He is a Russian psychologist who focused on
Socioculturalism and also one of the social ● Erik Erikson was an ego psychologist who
constructivists. developed one of the most popular and influential
theories of development.
Based on Vygotsky there are three important
aspects of cognitive development which is; ● Erik Erikson's theory suggest that ego development
throughout your entire life during eight specific
● Language
stages.
● Social Interaction
1. Infancy
● Culture
2. Toddler
In early 20th century, Vygotsky developed a theory
3. Pre-school age
of cognitive development in children known as Lev
Vygotsky's Sociocultural Theory of Cognitive 4. School age
Development.
5. Adolescence
ZONE OF PROXIMAL DEVELOPMENT
6. Young adulthood
(ZPD)
Task a leaner cannot do even with assistance 7. Middle age
8. Older adulthood
● This Category includes tasks that are too difficult
for an instructor's help. BASIC VIRTUE
Example: Spell out their own name by themselves 1. Hope
but might need help from someone else to write the 2. Will
complete alphabet. 3. Purpose
Task a learner can accomplish with assistance 4. Competence
5. Fidelity
● In this category, learners cannot accomplish a 6. Love
simple task given by them if they're on their own — 7. Care
need an assistant for this category. 8. Wisdom
Example: When a learner is close to mastering a skill BASIC CONFLICT
set required to complete a task but still needs the
guidance of an expert. Stage 1: Trust vs. Mistrust
(Infancy from birth to 18th months)
Task a learner can accomplish without assistance
● The learner is able to complete task independently If infants realize that their mother will provide food
regularly, then they begin to learn basic trust. • By
and has mastered the skills required to do so. Also,
Vygotsky argue that the expert may increase the task having both painful and pleasurable experiences,
difficulty level in order to find the learners next zone infants learn to expect that future distresses will meet
with satisfactory outcomes.
of proximal development.
Stage 2: Autonomy vs. Shame and doubt (toddler
years to 18th month to three years)
Learning to talk and learning to walk. • Despair - literally means " to be without hope ".
• Autonomy - sense of self - control
• However, early childhood is also a time of URIE BRONFENBRENNER
experiencing doubt and shame as children learn that
many of their attempts at autonomy are unsuccessful. • You and Your Environment
• Otherwise known as the Human Ecology
Stage 3: Initiative vs. Guilt Theory, the Ecological Systems theory states
that human development is influenced by the
(Pre-school years from three to five)
different types of environmental systems.
Initiative - pursuit of goals Formulated by famous psychologist Urie
Bronfenbrenner, this theory helps us
• Guilt arises as the consequence of taboo and
understand why we may behave differently
inhibited goals.
when we compare our behavior in the
• E.g., Being scolded after watching TV shows or presence of our family and our behavior
movies with adult scenes. when we are in school or at work.
Stage 4: Industry vs. inferiority The Five Environmental Systems
(Middle school years from six to eleven) The ecological systems theory holds that we
encounter different environments throughout our
Children strive industriously to read and write or to lifespan that may influence our behavior in varying
learn the skills required by their culture. degrees. These systems include the micro system, the
• Inferiority - explained by early inadequacies. mesosystem, the exosystem, the macro system, and
the chronosystem.
Stage 5: Identity vs. Identity Confusion
1. The Micro System
By the end of this Adolescence, a person must gain a
firm sense of ego identity. The micro system's setting is the direct environment
we have in our lives. Your family, friends,
• Most important stage of Erickson classmates, teachers, neighbors and other people who
• Adolescents look for new roles to help them have a direct contact with you are included in your
discover their sexual, ideological, and occupational micro system. The micro system is the setting in
identities. which we have direct social interactions with these
social agents. The theory states that we are not mere
• Identity Confusion - syndrome of problems that recipients of the experiences we have when
includes a divided self-image, an inability to socializing with these people in the micro system
establish intimacy, a sense of time urgency, a lack of environment, but we are contributing to the
concentration on required tasks, and a rejection of construction of such environment.
family or community standards.
2. The Mesosystem
Fidelity - refers to faith in one’s ideology. After
establishing their internal standards pf conduct, The mesosystem involves the relationships between
adolescents are no longer in need of parental the microsystems in one's life. This means that your
guidance but have confidence in their own religious, family experience may be related to your school
political, and social ideologies. experience.

Stage 6: Intimacy vs. Isolation 3. The Exosystem

• Intimacy - the ability to fuse one’s identity with that The exosystem is the setting in which there is a link
of another person without fear of losing it. between the context where in the person does not
have any active role, and the context where in is
• Isolation - is " the capacity to take chances with actively participating.
one's identity by sharing true intimacy".
4. The Macrosystem
Stage 7: Generativity vs. Stagnation
The macrosystem setting is the actual culture of an
• Generativity - defined as the " the generation of new individual. The cultural contexts involve the
beings as well as new products and new ideas. It is socioeconomic status of the person and/or his family,
concerned with establishing and guiding the next his ethnicity or race and living in a still developing
generation. or a third world country. For example, being born to
• Stagnation - happens when people become too a poor family makes a person work harder every day.
absorbed in themselves and become too self- 5. The Chronosystem
indulgent.
The chronosystem includes the transitions and shifts
Stage 8: Integrity vs. Despair in one's lifespan. This may also involve the socio-
• Integrity - a feeling of wholeness and coherence, an historical contexts that may influence a person. One
ability to hold together one's sense of " I -ness " classic example of this is how divorce, as a major life
transition, may affect not only the couple's B. Auditory Learners
relationship but also their children's behavior. - Talkers (prefers to talk)
According to a majority of research, children are - Listeners
negatively affected on the first year after the divorce. C. Tactile/Kinesthetic Learners
The next years after it would reveal that the • Global-Analytic Continuum
interaction within the family becomes more stable A. Analytic – step-by-step; linear
and agreeable. B. Global – non-linear thought; overall
structure
Multiple Intelligence
STUDENT DIVERSITY
➢ The theory of multiple intelligences (MI) was
What is Diversity?
first described by Howard Gardner in
• Diversity is what makes people different Framesof Mind (1983). Gardner defines
from each other. This includes various intelligence as "an ability or set of abilities
factors: race, ethnicity, gender, sexual that allows a person to solve a problem or
orientation, socio-economic status, ability, fashion a product that is valued in one or
age, religious belief, political conviction and more cultures".
anything that makes a difference in all
individuals. All these factors concertedly
work together to inform how students (and
teachers, and everyone else) encounter the
8 Form of Intelligence
real scenario of the world.
1. Visual/Spatial Intelligence (Picture Smart)
Individual Differences
2. Verbal/ Linguistic (Word Smart)
• can be defined as personal characteristics that 3. Mathematical/ Logical (Number Smart/
distinguish learners from each other in the Logic Smart
teaching and learning processes. Learners are 4. Bodily-Kinesthetic (Body Smart)
unique individuals who bring a critical set of 5. Musical (Music Smart)
variables to each learning situation, including 6. Intrapersonal (Self-smart)
delicate traits as indicators of their potential 7. Interpersonal (People-smart)
and the history of achievement as signs of 8. Naturalist (Nature Smart)
previous accomplishments and predictors of
Exceptionalities
future performance.
➢ One significant factor that highlights
Nature of Individual Differences:
individual differences and diversity in
- Physical Difference learning is the presence of exceptionalities.
- Emotional Difference We commonly refer to learners with
- Intellectual Difference exceptionalities as persons who are different
- Interest Difference in some way from the “normal” or “average”.
Most of these learners that have disabilities
Thinking/Learning Style require a lot of understanding, more patience
• refer to the preferred way an individual and respect as well as special education and
processes information. These describe a related services if they are to reach their full
person's typical mode of thinking, potential of development.
remembering or problem solving. • Disabilities and Giftedness
Furthermore, styles are usually considered to, o Dyslexia
be bipolar dimensions. For instance, your o Attention deficit hyperactivity
particular learning/thinking style would lie at disorder
a point in a continuum. Having a particular o Speech and communication disorder
learning/ thinking style simply denotes a o Autism
tendency to behave in a certain manner. Your o Mental retardation
style is usually described as a personality o Emotional/conduct disorders
dimension which influences your attitudes, (depression and aggression)
values and social interaction o Physical disabilities
- physical (‘di q na narinig sinabi ni
Several Perspective about Learning Style ma’am xd)
• Sensory References o Severe and multiple disabilities
A. Visual Learners - Sensory impairments
- Visual Iconic (picture memory; ex.
Maps) - Hearing impairments
- Visual Symbolic (abstract symbolism; - Giftedness
mathematical formulas)
Teaching Strategies on Learners with
Exceptionalities
• Form small groups
• Create classroom centers
• Maintain an organized classroom and limit
distractions
• Blend the basics with more specialized
instruction
• Use music and video inflection
• Rotate lessons
• Provide different levels of books and
materials