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    Educ201 2-Sedm1 Metacognition

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    Crystal Domingo
    Metacognition refers to thinking about one's own thinking and learning. There are three categories of metacognitive knowledge: person variables which refer to an individual's knowledge of their own learning processes; task variables which involve knowledge about the demands of a task; and strategy variables which involve awareness of one's approach to learning and determining if it is effective. Developing metacognition involves techniques like self-monitoring, evaluating strategies, and understanding one's own strengths and limitations. Teachers can foster metacognition by teaching study techniques, encouraging self-reflection, and helping students understand when they need assistance.

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    Educ201 2-Sedm1 Metacognition

    Uploaded by

    Crystal Domingo
    31 views3 pages
    Metacognition refers to thinking about one's own thinking and learning. There are three categories of metacognitive knowledge: person variables which refer to an individual's knowledge of their own learning processes; task variables which involve knowledge about the demands of a task; and strategy variables which involve awareness of one's approach to learning and determining if it is effective. Developing metacognition involves techniques like self-monitoring, evaluating strategies, and understanding one's own strengths and limitations. Teachers can foster metacognition by teaching study techniques, encouraging self-reflection, and helping students understand when they need assistance.

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    EDUC201_2-SEDM1_METACOGNITION

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    Metacognition refers to thinking about one's own thinking and learning. There are three categories of metacognitive knowledge: person variables which refer to an individual's knowledge of their own learning processes; task variables which involve knowledge about the demands of a task; and strategy variables which involve awareness of one's approach to learning and determining if it is effective. Developing metacognition involves techniques like self-monitoring, evaluating strategies, and understanding one's own strengths and limitations. Teachers can foster metacognition by teaching study techniques, encouraging self-reflection, and helping students understand when they need assistance.

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    Download as docx, pdf, or txt
    31 views3 pages

    Educ201 2-Sedm1 Metacognition

    Uploaded by

    Crystal Domingo
    Metacognition refers to thinking about one's own thinking and learning. There are three categories of metacognitive knowledge: person variables which refer to an individual's knowledge of their own learning processes; task variables which involve knowledge about the demands of a task; and strategy variables which involve awareness of one's approach to learning and determining if it is effective. Developing metacognition involves techniques like self-monitoring, evaluating strategies, and understanding one's own strengths and limitations. Teachers can foster metacognition by teaching study techniques, encouraging self-reflection, and helping students understand when they need assistance.

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    of 3

    Crystal Ann C.

    Domingo October 19, 2021

    2-SEDM1 EDUC 201

    ACTIVITY II.

    1. What is metacognition?

     The process of reflecting on one's own learning and thinking is known as

    metacognition. For instance, you are metacognitively aware if you can identify

    your areas of strength in academic writing, exam taking, or other academic

    duties. All disciplines and contexts can benefit from using metacognitive

    processes for learning and thinking.

    2. What are the 3 categories of metacognitive knowledge according to Flavell?’

     Person Variables refer to both individual knowledge of one's own learning

    processes and knowledge of how people learn and process information as a

    whole. This involves how one sees himself or herself as a learner and thinker, as

    well as how one sees the world.

     Task variables are knowledge about the nature of the task and the kinds of

    processing demands it will impose on the person. They also include information

    on task variables. Knowing exactly what needs to be done and estimating the

    level of effort required from you are key.

     Strategy variable is being aware of the approach you are taking to learning a

    subject and determining whether it is working. Consider other approaches and

    give one a try if you believe your current method is not assisting you in learning
    more effectively. Strategy variables are related to concepts like meta-attention

    and meta-memory.

    3. What is meta-attention?]

     is the knowledge of precise methods that you might use to maintain your

    attention on the subject or work at hand.

    4. What is meta memory?

     Is your knowledge of the memory techniques that are most effective for you?

    5. What are included in the OMROD in the practice of metacognition?

     Being mindful of one's own learning and memory limitations.

     Considering the learning tasks that one can actually do in a given amount of

    time.

     Understanding which learning techniques work and those that don't.

     Making plans for learning tasks that will most likely be successful.

     Utilizing efficient learning techniques to digest and absorb new knowledge.

     It is said to be metacognitive if knowledge is carefully used with a purpose to

    guarantee that a goal is attained.

    6. According to, HUIT what are included to metacognition?

     What do I know about the matter, issue, or context?

     Is what I know correct?


     Do I know where to go to gain some expertise or information?

     How long will it take me to learn this?

     What are some methods and elements I might employ to learn this?

     If my strategy is failing to meet my expectations or satisfaction, how should I

    change it?

    7. What are some examples of teaching strategies to develop metacognition?

     Students should keep an eye on their own knowledge and thoughts.

     Teach study or learning techniques to students.

    TQLR - Children may be taught this (primary grades). This metacognitive

    technique is used before hearing a story or presentation.

    PQ4R - This typically applies to more experienced pupils in the intermediate

    levels and upwards. A chapter or a unit is studied using this method.

     Helping pupils predict the next informational item to be given according to what

    they've read.

     Teaching students to connect concepts to existing knowledge structures.

     Encourage students to create their own questions and to reflect on the world

    around them.

     Help pupils understand when to seek assistance.

     Show the learner how to use their knowledge, attitudes, beliefs, and abilities for

    various tasks and situations.

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