Module 1: METACOGNITION:

Thinking About Thinking

Prepared by:
KRISTEL P. ALCAYDE, LPT
 Ako’y gising!
Hindi tulog!
Nakikinig!
Whooaa, whoa!!
 Take the challenge!
In this module, challenge yourself to attain the
following learning outcomes:
Explain metacognition in your own words
Apply metacognitive strategies in your own quest
for learning as a novice or expert learner.

3
 Motivation Alway Sometime Neve Your
s s r Score
(10) (5) (0)
1. I exert effort to find out why I need to do a particular
task.
2. I reward myself when I work.
3. I see to it that I give myself regular breaks from
work.
4. I am able to keep my concentration and do not let my
mind drift away.
5. I have ways of dealing with distractions.

6. I am willing to do the work I do not enjoy because I see

it as important
7. I seek clarification from the teacher about her
expectations and standards.

8. I go to tutorials to improve my school work.4

Range Interpretation
You do not appear to have many problems in getting down
55-80 to work and keeping to it.

You sometimes get down to work but you can be distracted,

you might not always be certain why you have to work. You
31-50 probably could benefit from learning some techniques that
help you get down to work more consistently and keep at it.

You really do have problems in getting down to work. Unless

30 and you develop skills in this area you are likely to have many
below unsatisfactory experiences as a student throughout your life.
You need to take action.
5
 Organizing/Planning of Work Alway Sometime Neve Your
s s r Score
(10) (5) (0)
1. I make a weekly timetable for the school work I need to
accomplish.
2. I make a review schedule for examinations.

3. I make list of things to do.

4. I submit all my assignments on time.
5. I have a place to work where I won’t be disturbed.
6. I prioritize tasks which should be done first, second and so on.
7. I have time for family commitments and relaxation as well as
studying.
8. I plan to get the necessary resources and equipment prior to
starting a work. .
9. I review my work before submitting it.
10. I make a valuable references with bibliographic details, page
numbers of quotes and so on. . 6
Range Interpretation

70-100 You are well-organized and plan ahead for your work.

You are not as well-organized as you can be. Your time

40-65 management may benefit from a closer analysis.

35 and You have little organization, probably deal with things as they
happen, constantly doing things at the last minute, often not
below
getting work completed. You need to take action.

7
 Managing School/Work Stress Alway Sometime Neve Your
s s r Score
(10) (5) (0)

1. I get so worried about assignments that they make me

feel ill.

2. This worry about assignments makes me feel depressed

3. I feel miserable doing assignments .

4. I let these concerns about the work get on top of me.
5. When I need to work, others always succeed in
persuading me to go out.
6. I have difficulty in talking to others about my worries.
7. I ignore my personal fitness through worrying about
assignments.
8. The stress of assignments causes me to get behind and
I never seem to catch up. 8
Range Interpretation
Although you sometimes get stressed and worried, you have
65-80 the skills of knowing how to minimize problems and look
after yourself.

You handle your anxieties and concerns moderately but could

40-64 develop skills to manage them more effectively.

You are likely to get overwhelmed with your problems which

35 and
will make you much less effective as a student. You need to
below acquire the skills of managing stress more effectively.

9
 Note-taking and Reading Always Sometimes Ne Your
(10) (5) ver Score
(0)

1. My notes indicate the main ideas, rather than merely repeat what
has been said.
2. I listen for key ideas when listening to a speaker.
3. I approach tutors for help.
4. I organize or file my notes regularly.
5. I underline or highlight key ideas so they stand out.
6. I have shorthand technique on my own.
7. I re-write my notes under key ideas, headings, using numbering or
lettering schemes.
8. I decide before reading a book whether it is vital or background
reading .
9. I go over a book before diving into chapter one
10. I check the contents page for relevance before reading a book.

11. I look for summaries at the end of the chapters.

10
Range Interpretation
You prepare well and read efficiently, learning as you go. You
75-110 waste little time reading irrelevant materials.

Your reading and notetaking skills are adequate but could be

45-74 improved.

Your notes are likely to be of little use to you, if they exist at

40 and all, you spend a lot of time reading or sitting in but come
below home with very little. You need to become more selective in
what you read or write down.
11
 Preparing an Assignment/Project Alway Sometime Neve Your
s s r Score
(10) (5) (0)
1. I see to it that I understand what is really being asked for in the
assignment/project.
2. I read other preferences and read about the topic.

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

4. I check for spelling mistakes
5. My essays have clear introductions.
6. My essays have a conclusion.
7. I frequently check back to the title during the writing of an
essay.
8. My essay/research paper has a full set of references and a
bibliography.
9. I review project/assignment before submitting it.
10. I request someone else to look at/read my assignment
before submitting it. 12
Range Interpretation
Your essays are well thought out, researched and clearly
70-100
written.

There is room for improvement although you do demonstrate

40-65 some skills.

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

13
 How was your experience in the
given activity?

“ METACOGNITION”
“If you teach a person what to learn, you are preparing that
person for the past. If you teach a person how to learn, you are
preparing that person for the future.”

– Cyril Houle –
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 METACOGNITION
A term coined by JOHN FLAVELL
Thinking about thinking
Learning how to learn
Metacognitive Knowledge Metacognitive Regulation

It refers to higher order thinking which involves active awareness and

control over the cognitive processes engaged in learning.
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 Metacognitive Knowledge

1 Person Variables

2 Task Variables

3 Strategy Variables
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 Metacognitive Knowledge

1 How one views himself as a learner and thinker.

2
Knowledge about the nature of the task as well as
the type of processing demands that it will place
upon the individual.

3
It involves awareness of the strategy you are using
to learn a topic and evaluating whether this
strategy is effective.
17
 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 18
 Omrod includes the following in the practice of
metacognition;
 Using effective learning strategies to process and learn new
material
 Monitoring one’s own knowledge and comprehension

 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 goal is met.
19
 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, or

knowledge?
 How much time will I need to learn this?
 What are some strategies and tactics that I can use to learn
this?
20
 Huitt believes that metacognition includes the ability to ask
and answer the following types of questions:

 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

expectation/satisfaction?
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Metacognitive
Strategies to
Facilitate
Learning
 Metacognitive Strategies

The challenge then to future

“METACOGNITION teachers
involves
like you is to integrate more activities that
knowledge
would andstudents’
build your skills which
capacityyou
to
reflect on their
and your characteristics
students as learners,
can learn and
the tasks they are to do, and the strategies
that they can usemaster.”
to learn.
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 Here are some examples of teaching strategies
to develop metacognition.

1. Have students monitor their own learning and thinking.

2. Have students make predictions about the information

to be presented next based on what they have read.

3. Have students relate ideas to existing knowledge

structures.
4. Have students develop questions.
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 Here are some examples of teaching strategies
to develop metacognition.
5. Help students to know when to ask for help.
6. Show students how to transfer knowledge, attitudes,
values, and skills to other situations or tasks.
7. Teach students study or learning strategies.
TLQR- This can be taught to younger students before
listening to a story or presentation.
PQ4R- Usually for older students when studying a unit or
chapter. 25
 • Tune in. It is important for the learner himself to be aware
T that he is paying attention, and that he is ready to learn.

• Question. The learner is given questions or he thinks of

L questions about what will he soon learn.

• Listen. The learner then intentionally exerts effort to listen.

Q He becomes aware if he is momentarily detracted and goes
back to listen again.

• Remember. The learner uses ways or strategies to

R remember what was learned.

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 PQ4R
P Preview (scanning the whole chapter before delving on each paragraph)
Q Question (read the guide questions provided/think of your own questions )
R Read (pay attention on words that are printed in bold or italicized; finding out
the meaning of words that are not familiar to you)

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)

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 DIFFERENCE BETWEEN:
NOVICE LEARNERS AND
EXPERT LEARNERS
In the last twenty years cognitive psychologist have
studied the distinctions among learners in the manner
they absorb or process information.

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 Differences Between Novice and Expert Learners
Aspect of Learning Novice Learners Expert Learners
Knowledge in different Limited knowledge Deeper knowledge
subject areas
Problem-Solving Scratching the surface Creates a mental picture

Learning/thinking Rigid New

strategies
Selectivity in Processes all Selects the relevant
processing
Production of output Unexamined Quality (check errors;
(stop making revisions) make quality output)
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