Republic of the Philippines

Commission on Higher Education

Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay

Module 1

METACOGNITION

Prepared by:

Dr. JOHN MICHAEL R. AMOR

Instructors

I. TITLE OF THE UNIT: MODULE 1 – METACOGNITION

II. INTRODUCTION:
 Metacognition is such a long word. But, what really metacognition is? This appears to be such a high-sounding
word that some people are confused about even before they actually spend time to find out what it really means. 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. The word maybe long, seems to be so intangible but it is worth focusing on because it can help
you to be a more successful learner. When you become a teacher, it can also help your students to learn more efficiently
and effectively.
The term “metacognition” was coined by John Flavell. According to Flavell, metacognition consists of both
metacognitive knowledge and metacognitive experiences or regulation. Metacognition, simply put, is “thinking about
thinking” or “learning how to learn”. It refers to higher order thinking skillswhich involves active awareness and
control over the cognitive processes engaged in learning.

III. LEARNING OBJECTIVES:

At the end of this module, the students should be able to attain the following learning outcomes:
1. Explain what metacognition is
2. Apply metacognitive strategies in quest for learning as novice and expert learners

IV. A. ENGAGE
1.
Predict what is in the picture.

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B. EXPLORE

Metacognition covers the thinking capability and knowledge of an individual. This metacognitive knowledge refers
to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell
further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and
strategy variables.  

1. Person Variables. This 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 processes. For example, you may be aware that you study more effectively
if you study very early in the morning than late in the evening, and that you work better in a quiet library
rather than at home where there are a lot of things that make it hard for you 'to focus and concentrate.

2. 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. For example,
you may be aware that it takes more time for you to read and comprehend a book in educational philosophy
than it is for you to read and comprehend a novel. 

3. Strategy Variables. Knowledge ofstrategy 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. Terms like meta-
attention and meta-memory are related to strategy variables.

a. Meta-attention is the awareness of specific strategies so that you can keep your attention focused
on the topic or task at hand.
b. Meta-memory is your awareness of memory strategies that work best for you. 

These three variables all interact as you learn and apply metacognition. 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 
 Using effective learning strategies to process and learn new material
 Monitoring one ’s 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.
 Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a goal is met. 
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, 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? 

Activity # 1. Based on the three variables, summarise, in your own words, what you think metacognition is?

Activity # 2. Pick the statements from the following list that most exemplify your learning experiences. (You
may select more than one statement and explain.

a. I need a lot of time to read books.

b. I scheduled my study time .
c. I feel like I am on top of my class work most of the time.
d. I hold high expectations for my performance in my classes.
e. I tried several strategies/ways to come up with my problem.

Please explain your selections from the previous questions on the statements that most exemplify your
learning experiences. For example, if you selected, “ I hold high expectations for my performance in my
classes” explain why you hold these expectation.

C. EXPLAIN

METACOGNITIVE STRATEGIES TO FACILITATE LEARNING

Here are some examples of teaching strategies to develop metacognition: (Work hard on applying these
strategies now in your role as a student it will surely be a rewarding learning experience for you) 
1. Have students monitor their own learning and thinking. (Example: have a student monitor a peer’s
learning/thinking/behaving in dyad) 
2. Teach students study or learning strategies. 

a. 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. 
Q is for Question. The learner is given questions or he thinks of questions about what he will
soon learn. 
L is for Listen. The learner then intentionally exerts effort to listen. He becomes aware if he is
momentarily detracted and goes back to listen again. 
R is for Remember. The learner uses ways or strategies to remember what was learned. 

b. PQ4R -This isusually for older students in the intermediate levels and onwards. This strategy is used
to study a unit or chapter. 
P - Preview. Scan the whole chapter before delving on each paragraph. Check 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.
Q - Question. Read the guide questions provided, or think of your own questions about the
topic. 
R - 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.
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. Is everything clear to you? What are the main points
you learned? How is this relevant or useful to you? 

3. Have students make predictions about information to be presented next based on what they have read.
4. Have students relate ideas to existing knowledge structures. (It is important to have relevant
knowledge structures well learned.) 
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. (He/she 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, skills to other situations or tasks. 

D. ELABORATE

Novice and Expert Learners

Novice learners are well-intentioned folks who are typically brimming with enthusiasm while lacking
actual knowledge about the subject being taught.  They have limited or nonexistent experience with most of
their understanding of the subject based on basic rules. Because of this, their ability to perform is rather limited.
Expert learners, on the other hand, know a significant amount about the subject and how it’s organized
meaning they cannot only understand but can add to a lesson. Their abilities allow them to take in the larger
picture and not fixate on minor attributes. Expert learners are able to apply what they learn to create a far more
intuitive way of working. 

Activity-Differentiate experts from novice learners in different aspect of learning by filling up the table below.

Aspect of Learning Novice Learners Expert Learners

Knowledge in different subject areas -Have limited knowledge in the -have deeper knowledge in the
different subject areas different subject areas because they
look for interrelationships in the
things they learn.

Problem Solving

Learning/thinking strategies

Selectivity in Processing

Production of Output

V. EVALUATION:
1. In different subject area, a teacher can apply metacognitive strategies in his or her class to facilitate learning
more effectively. Watch this short video of the author’s daughter sharing how her Grade 2 teacher taught
them about TQLR:
Title: TQLR Metacognition in the Primary Grades
Youtube Link: http://www.youtube .com/watch?v=IfXdWeAzgCo

This shows a simple song that a primary grades teacher is using to prepare children to listen and respond
to a lesson or a selection. It is a very practical way of teaching children to apply metacognition early on.
What did you learn from the video? How can you apply this?

2. Create your own song, chant, poster or question lists on any of the seven strategies discussed earlier. Tell
about its purpose, and describe your output.

3. Surf the internet for additional readings on metacognition. List some metacognitive strategies that can make
learning more effective and efficient and can develop metacognition among the students.

VI. ENRICHMENT ACTIVITY

5-Minute Non-Stop Writing begins….Now!

From the Module on Metacognition, I learned that…..

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