FACILITATING LEARNER-CENTERED Omrod includes the following in practice
TEACHING of metacognition:
MODULE 1: METACOGNITION Knowing the limits of one’s own
learning and memory capacities
METACOGNITION
It was coined by John Flavell Knowing what learning tasks one can
According to Flavell (1979,1987), realistically accomplish within a certain
metacognition consists of both amount of time
metacognitive knowledge and
metacognitive experiences or Knowing which learning strategies are
regulation. effective and which are not
Simply put is, “thinking about
thinking” or “learning how to learn” Planning an approach to a learning
It refers to higher-order thinking task that is likely to be successful
which involves active awareness and
control over the cognitive processes Using effective learning strategies to
engaged in learning. process and learn new material
Monitoring one’s own knowledge and
METACOGNITIVE KNOWLEDGE comprehension. In other words,
knowing when information has been
Refers to acquired knowledge about successfully learned and when it’s not
cognitive processes, knowledge that
can be used to control cognitive Knowledge is said to be metacognitive
process if it is keenly used in a purposeful
manner to ensure that a goal is met.
THREE CATEGORIES OF
METACOGNITIVE KNOWLEDGE
PERSON VARIABLES Example:
This includes how one views himself I (person variable) have more difficulty with
as a learner and thinker my Science assignment than English and
Araling Panlipunan (task variable), so I will
do my homework in Science first, then
TASK VARIABLES Language Arts, then Araling Panlipunan.
Knowledge of task variables includes (strategy variable)
knowledge about the nature of the
task as well as the type of processing
demands that it will place upon the
individual METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING
STRATEGY VARIABLES Here are some examples of teaching
Knowledge of strategy variables strategies to develop metacognition:
involves awareness of the strategy 1. Have students monitor their own learning
you are using to learn a topic and and thinking.
evaluating whether this strategy is
effective.
2. Teach students study or learning strategies MODULE 2: LEARNER-CENTERED
TQLR - This can be taught to younger PSYCHOLOGICAL PRINCIPLES
students (Primary grades)
T - Tune In
Q - Question
MODULE 3: THEORIES RELATED TO
L - Listen LEARNER’S DEVELOPMENT STORY
R - Remember
(nasa TCALLP REVIEWER simula kay lolo
PQ4R - This is usually for older students in Freud parehas lang naman lessons, dun nyo
the intermediate levels and onwards na lang tignan anoh iisa isahin ko pa ilipat
d2.! bz aqohh. .. . . tnx)
P - Preview
Q - Question
R - Read
R - Recite
R - Review
R - Reflect
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
