COGNITIVE AND METACOGNITIVE
FACTORS IN LEARNING
COMPARISON OF COGNITIVE AND
METACOGNITIVE FACTORS IN
LEARNING
GOAL OF THE TEACHING-LEARNING PROCESS
To develop successful and self-regulated learners
CHARACTERISTICS OF SUCCESSFUL LEARNERS
a. Can create meaningful, coherent representations of
knowledge with support and guidance
b. Can link new information with existing knowledge in
meaningful ways
c. Can create a repertoire of thinking and reasoning
strategies to achieve complex learning goals
COGNITION METACOGNITION
COGNITION
Refers to all mental processes and abilities in
which people use or engage on daily basis
Mental processes: memory learning, problem-solving,
evaluation, reasoning, and decision-making
Cognition helps to generate new knowledge
through these mental processes and helps to use
the knowledge that people have in their daily
life.
METACOGNITION
Thinking about thinking
To complete a task through planning, monitoring,
evaluating, and comprehending
Metacognition exercises active control over
cognitive processes engaged in learning also known
as self-regulation.
Metacognition refers both to the knowledge
people have about their own cognitive
processes and the intentional use of
certain cognitive processes to facilitate
learning and memory (Ormrod, 2015).
Metacognitive knowledge
the knowledge about own cognitive processes
Metacognitive regulation
the use of cognitive process to facilitate
learning and memory
ACCORDING TO WEINSTEIN AND MEYER
Cognitive learning strategy is a plan for
orchestrating cognitive resources such as
attention and long term memory to help
teach and achieve a learning goal.
TYPES OF KNOWLEDGE USED IN THE
METACOGNITION PROCESS
a. Declarative Knowledge
b. Procedural Knowledge
c. Self-regulating Knowledge
d. Metacognitive Knowledge
DECLARATIVE KNOWLEDGE
Knowledge about the self as learner, factors
that influence the person’s learning and
memory and the skills, strategies, and
resources needed to perform a task
knowing what to do
PROCEDURAL KNOWLEDGE
knowing how to use strategies in
different occasions or conditions
SELF-REGULATING KNOWLEDGE
knowing the conditions as to when to apply
the procedures and strategies to ensure
completion of the task
METACOGNITIVE KNOWLEDGE
Refers to general knowledge about how
human beings learn and process information as
well as individual knowledge of one’s own
learning processes
THREE ESSENTIAL SKILLS IN
METACOGNITION (WOOLFOLK, 2013)
Planning
Monitoring
Evaluating
PLANNING
Deciding how much time to give a task, which
strategies to use, how to start, order of
processes to follow, which resources to gather,
what to skim, and what to give intense
attention to
MONITORING
Following up one’s actions, like “How am I
doing?”
EVALUATING
Making judgements about the processes and
outcomes of thinking as, “Do I need to change
strategies?”
FACTORS ASSOCIATED WITH THE
DEVELOPMENT OF COGNITION
Metacognitive knowledge and skills
improve with growth and development.
As children grow and develop their
metacognitive knowledge and skills improve in
the following ways (Ormrod, 2015):
a. Children become aware of the limitations of
their memories.
b. Children become better able to identify the
things they now and do not know.
c. As they grow older, children become more
knowledgeable about effective learning
strategies.
FACTORS ASSOCIATED WITH THE
DEVELOPMENT OF COGNITION
The development of metacognitive skills
goes with age, experience, and guidance.
COMPONENTS OF THE SKILLS OF
METACOGNITION
a. Knowledge of cognition. Knowledge of the
factors that influence one’s own performance;
knowing different strategies to use for
learning; and knowing what strategy to use
for a specific learning situation
COMPONENTS OF THE SKILLS OF
METACOGNITION
b. Regulation of cognition. Involves setting
goals and planning, monitoring and controlling
learning, and evaluating one’s own regulation
(assessing results and strategies used)
STRATEGIES TO DEVELOP STUDENT’S
METACOGNITIVE SKILLS
a. Ask questions
b. Foster self-reflection
c. Encourage self-questioning
d. Teach strategies directly
e. Promote autonomous learning
STRATEGIES TO DEVELOP STUDENT’S
METACOGNITIVE SKILLS
f. Provide access to mentors
g. Solve problems with a team or group
h. Think aloud
i. Self-explanation
j. Provide opportunities for making errors
STRATEGIES THAT DEVELOP SELF-
REGULATION
1. Teach students that the ability to learn is not
a fixed quantity.
2. Teach students how to set goals and plan to
meet them.
3. Give students the opportunity for self-
monitoring and adapting.
Paris and Winograd claim that as students develop
competencies for self-appraisal and self-management,
they become metacognitively alert. They also become
more conscious of their own thinking state, the
demands of the task, and their own strategies for
influencing their learning.
STRATEGIES TO DEVELOP STUDENT’S
AWARENESS OF THINKING
1. Sharpening the student’s alertness and
observational skills
2. Provide explicit and clear instructions and
modelling
3. Encourage peer evaluation
4. Providing questions for enhancing reflection
SOCRATIC QUESTIONING
CLEAR (Can you elaborate further?)
PRECISE (Can you give me more details?)
ACCURATE (How can we verify or test that?)
RELEVANT (How does that relate to the problem?)
DEEP (Which factors make this a difficult problem?)
BROAD (Do we need to have another point of view?)
LOGICAL (How is it consistent with what you explained earlier?)
SIX THINKING HATS
