METACOGNITION_ED-105.pptx
- 1. CHAPTER 1- METACOGNITION Reported by: Gena Mae D. Arroyo Hannah Janeth A. Bandilao Julina D. Fresnido ED 105 Facilitating Learner- Centered Teaching
- 2. Content 01 02 03 04 05 06 07 Overview Our Team Annual Report Our Clients Achievements Future Goals Contact
- 3. The most important goal of education is to teach students how to learn on their own. It is a vital that students acquire the skills of how to learn; and that these skills enable them to learn not just while they are in school but for a life time. This entails a deeper awareness of how one process 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.
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- 5. METACOGNITI ON The term “metacognition” was coined by John Flavell. 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.
- 6. Metacognitive Knowledge According Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes; knowledge can be used to control cognitive processes. Metacognitive Experience or Regulation Metacognitive experiences involve the use of metacognitive strategies or metacognitive regulation (Brown, 1987). Metacognitive strategies are sequential processes that one uses to control cognitive activities, and to ensure that a cognitive goal (e.g., understanding a text) has been met. 3 C A T E G O R I E S Flavell
- 8. Person Variable This includes how one views himself as a and thinker. Knowledge of variables refers to knowledge learner person about how human being learn and process information, as well as individual knowledge of one’s own learning processes Example: You may be aware that your study more effectively if you study very early in the morning than late in the evening.
- 9. Task Variables Knowledge of task variable 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 accomplished, gauging its difficulty knowing what exactly needs to be and knowing the kind of effort it will demand from you. Example: You may be aware that it will take more time for you to read and comprehend a book educational philosophy than it would for you to read and comprehend a novel.
- 10. Strategy Variables Knowledge of strategy variables involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy strategy is effective. If you think your is not working, then you may think of various strategies and try out one to see if it will help you learn better
- 11. Meta- memory is your awareness of memory strategies that work best for you. Meta- attention is awareness the specific strategies so keep your attention of that you can focused META-ATTENTION META-ATTENTION on the topic or task at hand. These three variables all interact as you learn and apply metacognition
- 12. Omrod, includes the following in the practice of metacognition: Knowing the limit of one’s own learning and memory capacities Knowing the 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’ 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.
- 13. Omrod, includes the following in the practice of metacognition: 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 homework; “I know that I (person variable) have more difficulty with my science assignments than English and find Araling Panlipunan easier (task variable), so I will do my homework in variable).” If science first, then language one is only arts, aware then about Araling Panlipunan. (Strategy one’s cognitive strengths or weaknesses and the nature of the task but does not use this to guide or oversee hi/her own learning, then no metacognition has been applied.
- 14. Huitt believes that metacognition includes the ability to ask and answer the following types of questions: What do I know about the subject, topic, issue? Do I know what do 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?
- 16. Metacognitive Strategies to Facilitate Learning • The challenge then to future teacher teachers like you is to integrate more activities that would build your students’ capacity to reflect own their own characteristics as learners (self-knowledge), the task they are to do (task knowledge) and the strategies that they can use to learn (strategic knowledge). Remember, metacognition is like any another thing you will teach. Metacognition involves knowledge and skills which you and your students can learn and master.
- 17. Manager Marketing Business Head 2. Teach students study or learning strategies Manager Examples of teaching strategies to develop metacognition: 1. Have students monitor their own (Example: have student learning monitor and thinking a peer’s leaning/thinking/behaving in dyad)
- 18. Manager TQLR This can be taught to younger students (primary grades). 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 paying attention, and that he is ready to learn. Qis for Question. The learner is given questions or he thinks of questions about what he will soon learn. Lis for Listen. The learner then intentionally exerts effort to listen. He becomes aware if he is momentarily distracted and goes back to listen again. Ris for Remember. The leaner uses ways or strategies to remember what was learned.
- 19. Manager PQ4R This is usually for older students in the intermediate levels and onwards. This strategy is used in study a unit or chapter. P- Preview. Scan the whole chapter before delving on each paragraph. Heck out the objectives. Look for outlines or advance organizers that will give you an idea about the important topics and ideas in the chapter. Read the summary of the 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 -Question. Read the guide questions provided, or think of your own questions about the topic R- Read. Check out the subheading as you read. Pay attention on words that are printed in bold or italicized. 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!)
- 20. Manager PQ4R R- Recite. Work on answering the questions who had earlier. 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? R- Review. Pinpoint topics you may need to go back and read in order to understand better.
- 21. Manager Marketing Business Head 4. Have students relate ideas to existing knowledge structures (Important to have relevant knowledge structures well learned) Manager Examples of teaching strategies to develop metacognition: 3. Have students make predictions about the information to be presented next based on what they have read 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 (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, and skills to
- 23. 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 were able to differentiate expert learners from novice learners. A very important factor that separated these two types of learners mentioned is metacognition. Expert learners employed metacognitive strategies in learning. They were more aware of their learning process as they read, studied and did problem solving. Expert learners monitored their learning and consequently adjusted their strategies to make learning more effective.
- 24. The table below shows the difference between a novice learner and an expert learner. Differences between Novice and Expert Learners Aspect of Learning Novice Learners Expect Learners Knowledge in different subjects’ areas Have limited knowledge in the different subject areas Have deeper knowledge in different subject areas because they look for interrelationships in the thing, they learn Problem solving Satisfied a just scratching the surface; hurriedly gives a solution to the problem First try to understand the problem, look for boundaries, and create a mental picture of the problem Learning/thinking strategies Employ rigid strategies that may not be appropriate to the task at hand Design new strategies that would be appropriate to the task at and Selectivity in Processing Attempt to process all information they receive Select important information to process; able to breakdown information to manageable chunks
- 25. Novice and Expert Learners • For a child in kindergarten or younger, follow this procedure. • Tell the child that you are going to say a list of 10 words, and you want the child to remember the words and you'll ask the child to repeat the list in a little while. Remind the child to listen closely, and then say the list slowly (about one word every second or two). • Ask the child the following series of questions: • How many words do you think you will remember? What do you need to do with words? are you good at remembering? to remembering? • Do some filler questions (what are your favorite things, what do you like to do... to fill up about 5 minutes between giving the list and now). • Ask the child to list all the words you asked them to remember. (record their list) Ask the child what did to the help them remember. Did it work? • Tell the child you are also going to tell them a story and that you want them to listen carefully and retell the story JUST LIKE YOU TOLD IT. Tell the story you rewrote. • Bring a children's book of appropriate age. Using the book, ask children questions like, “Where is the title of the book," “Where does it tell who wrote the book", and “Where’s the beginning and where is the end of the book". (These are essentially filler questions}.
- 26. Novice and Expert Learners • Ask the child to retell the story, reminding them they should retell it in the order you told it. Thank the child for helping you. • For a child in first age or older, do the following: • Tell the child that you are going to say a list of 10 words, and you want the child to remember the words and you'll ask the child to repeat the list in the little while. Remind the child to listen closely, and then say the list slowly (about one word every second or two). • Ask the child the following series of questions: How many words do you think you will remember? What do you need to do to remember the words? Are you good at remembering? What kinds of things do you do to help you remember things? Does your teacher give your ideas to help you remember things? What different ideas has your teacher given you? • Do you remember some specifics examples of things you have learned in school to help you remember things? Do you use them? Do you think they are helpful? Ask the child to list all the words you asked them to remember. (record their list) Ask the child what they did to help them to remember. Did it work? Tell the child you are also going to tell them a story and that you want them listen carefully and retell the story JUST LIKE YOU TOLD IT. Tell the story you rewrote. Ask the following series of questions: Do you like to read, why or why not? Is there something that could change at school that might make you like reading more (even more)? What kinds of things do you read at school? Do you get to choose some of the things you read at school? Do you read outside of school- if so, what do you like to read? Why do you prefer to read those kinds of things/books? If you don't read outside of school, why? Do you think reading is important? Many people think that reading well helps you do better in school - do you? Why or why not? What kinds of things do you do when reading to make sure you understand what you are reading? Has your teacher helped you learn ways to help you read better? To help you understand
- 27. EXERCISES: Directions: Do the following: 1. How can you develop your metacognitive skills? 2. Based on the principles of Metacognition, prepare your own metacognitive game plan on how you can apply metacognition to improve your study skills.
- 28. Interview 3 different children- one age 4 – 6, one age 7-9, one age 10 or older. (30 points) These will be semi-structured clinical interviews. Record the questions you ask and the child’s answer. You do not have to ask the questions exactly as they are posed below, but the question should be very similar. Follow up with additional questions when children seem like they have more they can tell you. Remember to record any follow up questions you ask. You do NOT have to rewrite the notes you take while conducting the interviews, but you do need to hand them in.Develop the list of 10 UNRELATED but common words. Take a familiar story (like a fairy tale of a fable) and rewrite it so it is OUT OF ORDER (it may help to actually write out the story so that you do tell it out of order). • For a child in kindergarten or younger, follow this procedure. • Tell child that you are going to say a list of 10 words, and you want the child to remember the • words and you’ll ask the child to repeat the list in a little while. Remind the child to listen closely, and • then say the list slowly (about one word every second or two). • Ask the child the following series of questions: • How many words do you think you will remember? What do you need to do to remember the • words? are you good at remembering? • Do some filler questions (what are your favorite things, what do you like to do… to fill up about 5 • minutes between giving the list and now). • Ask the child to list all the words you asked them to remember. (record their list) • Ask the child what did they to the help them remember? Did it work? • Tell the child you are also going to tell them a story and that you want them to listen carefully • and retell the story JUST LIKE YOU TOLD IT. Tell the story you rewrote. • Bring a children’s book of appropriate age. Using the book, ask children questions like, “where is • the title of the book,” “where does it tell who wrote the book”, “where’s the beginning and where is the • end of the book”. {These are essentially filler questions Ask the child to retell the story, reminding them they should retell it in the order you told it. • Thank the child for helping you.
- 29. For a child in first age or older, do the following: Tell the child that you are going to say a list of 10 words, and you want the child to remember the words and you’ll ask the child to repeat the list in the little while. Remind the child to listen closely, and then say the list slowly (about one word every second or two). Ask the child the following series of questions: How many words do you think you will remember? What do you need to do to remember the words? Are you good at remembering? What kinds of things do you do to help you remember things? Does your teacher give your ideas to help you remember things? What different ideas has your teacher given you? Do you remember some specifics examples of things you have learned in school to help you remember things? Do you use them? Do you think they are helpful? Ask the child to list all the words you asked them to remember. (record their list) Ask the child what they did to help them to remember. Did it work? Tell the child you are also going to tell them a story and that you want them listen carefully and retell the story JUST LIKE YOU TOLD IT. Tell the story you rewrote. Ask the following series of questions: Do you like to read, why or why not? Is there something that could change at school that might make you like reading more (even more)? What kinds of things do you read at school? Do you get to choose some of the things you read at school? Do you read outside of school- if so, what do you like to read? Why do you prefer to read those kinds of things/books? If you don’t read outside of school, why? Do you think reading is important? Many people think that reading well helps you do better in school – do you? Why or why not? What kinds of things do you do when reading to make sure you understand what you are reading? Has your teacher helped you learn ways to help you read better? To help you understand and remember what you read? Ask the child to retell the story, reminding them they should retell it in the order you told it. Thank the child for helping you.