Mod-1-6

Module 1: Metacognition

Intended Learning Outcomes (ILOs)

• Explain metacognition in your own words.

• Apply metacognitive strategies in personal learning as both novice and expert learners.

Definitions of Learners

• Active, self-directed learners:

  • Understand how they learn and can apply this knowledge to various situations.

• Passive learners:

  • Have little awareness of their learning processes and do not regulate their learning.

• Average students:

  • Work hard with a level of awareness about their learning strengths and weaknesses, but may not optimize their learning strategies.

Types of Learning

• Self-examination of personal learner type through reflective questioning.

Quote for Examination

• Cyril Houle's Quote:

  • "If you teach a person what to learn, you prepare them for the past. If you teach them how to learn, you prepare them for the future."

  • Emphasizes the importance of teaching students independent learning skills.

Characteristics of Successful Learners

• Deeper awareness of information processing.

• Ability to evaluate one's own thinking (self-assessment).

• Strategic thinking to improve the effectiveness of the learning process.

Module 2: Metacognition Expanded

Overview of Metacognition

• Metacognition: Knowledge about one’s own cognitive processes related to learning and memory (Flavell, 1979, 1987).

  • Involves Meta-attention and Meta-memory.

• Metacognitive Knowledge consists of:

  • Knowledge of person variables

  • Knowledge of task variables

  • Knowledge of strategy variables

Higher-Order Thinking

• Active control and awareness over cognitive processes.

• "Thinking about thinking".

Types of Metacognitive Knowledge

• Declarative Knowledge: Awareness of oneself as a learner, recognizing factors influencing performance.

• Procedural Knowledge: Knowing how to perform tasks effectively, including processes and strategies.

• Conditional Knowledge: Understanding when and how specific strategies are applicable.

Metacognitive Regulation

• The process of managing learning that includes:

  • Planning: Deciding which strategies to utilize and how much time to allocate for study.

  • Monitoring: Assessing one's current studying systems and understanding.

  • Evaluating: Analyzing exam preparation effectiveness and areas of confusion.

High Metacognitive Knowledge

A person with high metacognitive knowledge understands:

• Limits of one's learning capacities and time.

• Effective learning strategies and when to apply them.

Activities for Online Discussion and Reflection

Declarative Knowledge Prompts

• Techniques for deriving meaning from peers.

  • Example strategies: Summarize, analyze, interpret.

• Consider your strengths and weaknesses in discussion.

Procedural Knowledge Prompts

• Methods for summarizing and engaging critically.

• Techniques for brainstorming effectively and producing critical reflections.

Conditional Knowledge Prompts

• Identify specific strategies applicable to particular contexts.

• Recognize when to deploy brainstorming versus structured responses.

Metacognitive Strategies to Enhance Learning

Strategy 1: Split Lessons

• Sections: You (starter), Plan (goals), Do (task), Review (reflection).

Strategy 2: TQLR Strategy** (Primary Grades)

• Tune in, Question, Listen, Remember.

Strategy 3: PQ4R Strategy**

• Preview, Question, Read, Recite, Review, Reflect.

Additional Strategies

• Encourage predictions, self-monitoring, and connection to existing knowledge structures.

• Add challenging tasks stimulating learning without causing cognitive overload.

• Promote metacognitive behavior and reflection journals.

Benefits of Metacognitive Strategies

• Higher student achievement levels.

• Increased independence in learning.

• Improved resilience and ability to adapt to learning challenges.

• Support for disadvantaged learners.

Conclusion: Understanding Learner-Centered Principles

Importance of Assessment

• Effective learning is achieved when assessments consider individual differences and provide constructive feedback.

• Quality of educational experience enhances when leveling with students’ unique backgrounds and learning preferences.