Module 1: Metacognition
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This document discusses metacognition and its importance in learning. Metacognition refers to thinking about one's own thinking processes. It involves metacognitive knowledge, such as knowledge about oneself as a learner, tasks, and strategies, as well as metacognitive experiences like monitoring comprehension. The goal of education should be teaching students how to learn on their own. Teachers can develop students' metacognition by monitoring them, teaching study strategies, having students make predictions and develop questions, and helping transfer knowledge to new contexts.
Module 1: Metacognition
- 1. FACILITATING LEARNING Module 1: Metacognition Learning Outcomes: a. Explain metacognition in your own words; and b. Apply metacognitive strategies in your own quest for learning as a novice or an expert learner.
- 2. The most important goal of education is to teach students how to learn on their own. “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
- 4. METACOGNITION??? It is not at 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.
- 5. He coined the term “metacognition” which is accordingly consisting both Metacognitive Knowledge & Metacognitive Experiences/Regulation. John Flavell
- 6. METACOGNITION “Thinking about thinking” Refers to a higher order thinking which involves active awareness and control over the cognitive processes engaged in learning.
- 7. METACOGNITIVE KNOWLEDGE Refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive process. Three categories of Metacognitive Knowledge: 1. Person Variables 2. Task Variables 3. Strategy Variables
- 8. Person Variables 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 process.
- 9. 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 from you.
- 10. 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. Meta-attention & Meta-Memory
- 11. Meta-Attention The awareness of specific strategies so that you can keep your attention focused on the topic or task at hand. Meta-Memory Your awareness of memory strategies that work best for you.
- 12. Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a goal is met. Example… “I know that I (personal variable) have more difficulty with my Science assignments than English and find Social Science easier (task variable), so I will do my homework in Science first, then English, then Social Science (strategy variable).
- 13. The challenge here then to educators is how to integrate more activities that would build the student’s capacity to REFLECT on their own characteristics as learner (self-knowledge), the tasks they are to do (task and the strategies that they can use to learn (strategic knowledge).
- 14. Metacognition involves knowledge and skills which YOU and YOUR STUDENTS can learn and master.
- 15. Teaching Strategies to Develop Metacognition 1. Monitor the students, 2. Teach the STUDY/LEARNING STRATEGIES, 3. Let the students make predictions, 4. Relate ideas to existing knowledge structures, 5. Have students develop questions, 6. Help students to know when to ask for help 7. Transfer knowledge.