METACOGNITION

According to him, metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation.  Simply, “thinking about thinking” or learning how to learn.

Flavell (1979, 1987),

This term has to do with the active monitoring and regulation of cognitive processes.

Metacognition

Meta’ refers to _____ which involves active awareness and control over the cognitive processes engaged in learning.

 higher order thinking

it consists of both metacognitive knowledge and metacognitive experiences or regulation.  Simply, “thinking about thinking” or learning how to learn.

Metacognition

A type of Metacognition Dimension that includes the learner’s knowledge of their own cognitive abilities, the learner’s knowledge of particular tasks, and the learner’s knowledge of different strategies including when to use these strategies.

Metacognitive knowledge

A type of Metacognition Dimension that describes how learners monitor and control their cognitive processes.

Metacognitive regulation

Which category of metacognitive knowledge includes on how one views himself as a learner and thinker. It refers to knowledge about how human beings learn and process information, as well as individual knowledge of one’s own learning processes.

Person Variables

Which category of metacognitive knowledge that discusses the 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 the kind of effort it will demand from you.

Task Variables.

Which category of metacognitive knowledge 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.  Terms like meta-attention and metamemory

Strategy Variables.

It is the awareness of specific strategies so that you can keep your attention focused on the topic.

Meta-attention

awareness of memory strategies that work best for you.

Metamemory

Who 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

Omrod

He believes that metacognition includes the ability to ask and answer the ffg. types of questions:

• What do I know about this subject, topic, issue?

• Do I know where I can go to get some information, knowledge?

• How much time will I need to learn this?

Huitt

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 2 types of learners

expert learners from novice learners.

A type of learners that have limited knowledge in different subject areas.

Novice learners

A type of learners that have deeper knowledge in different subject areas because they look for interrelationships in the things they learn.

Expert Learners

A type of learners that satisfied at just scratching the surface; hurriedly gives a solution to the problem.

Novice Learners

A type of learners that trying to understand the problem, then look for boundaries, and create a mental picture of the problem.

Expert Learners

This can be taught to younger students (primary grades). It is a metacognitive strategy before listening to a story or presentation.

TQLR

In TQLR, T stands for

Tune In.
It is important for the learner himself to be aware that he is paying attention, and that he is ready to learn.

In TQLR, Q stands for

Question.
The learner is given questions or he thinks of questions about what he will soon learn.

In TQLR, L stands for

Listen.
The learner then intentionally exerts effort to listen. He becomes aware if he is momentarily detracted and goes back to listen again.

In TQLR, R stands for

Remember.
The learner uses ways or strategies to remember what was learned.

This is usually for older students in the intermediate levels and onwards.  This strategy is used in study a unit or chapter.

PQ4R

In PQ4R, P stands for

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.

In PQ4R, Q stands for

Question.
Read the guide questions provided, or think of your own questions about the topic.

In PQ4R, first R stands for

Read
Check out sub headings 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.

In PQ4R, second R stands for

Recite
Work on answering the questions who had earlier.

In PQ4R, Third R stands for

Review
Pinpoint topics you may need to go back and read in order to understand better.

In PQ4R, fourth R stands for

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?