Lesson 4 Metacognition and Metacognitive Knowledge

         

    John Flavell in 1979, was the first one to coined the term “metacognition”. Metacognition is simply defined as thinking about thinking or learning how to learn. It is a higher order thinking skills involving active awareness and control over the cognitive processes engaged in learning.

    Meanwhile, metacognitive knowledge refers to the knowledge acquired about cognitive processes that can be used to control cognitive processes. It is divided into three categories: declarative knowledge, procedural knowledge and conditional knowledge.

 

Declarative knowledge or personal variables includes how one views himself as a learner and thinker. It also pertains to the learner’s understanding and recognition of his/her own abilities and factors affecting his/her performance.

 

Procedural knowledge or task variables includes knowledge about the nature of 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 demands.

 

Conditional knowledge or strategy variables involves awareness of the strategy one is using to learn a topic and evaluating whether this strategy is effective. If a strategy used is not working, then one may think of various strategies and try out one to see if it will help him learn better. Terms like meta-attention and meta-memory are related to strategy variables. The former is the awareness of specific strategies to keep one’s attention focused on the topic or task at hand. The latter meanwhile is the awareness of memory strategies that works for an individual.

 

Omrod (2006) 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 materials
  •      Monitoring one’s own knowledge and comprehension or knowing when information has been successfully learned and when it’s not
  •      Using effective strategies for retrieval of previously stored information

 


According to Huitt (2003) 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 topic?
  •      How can I spot an error if I make one?
  •      How should I revise my plan if it is not working?

References

  • Aquino, A. M. (2009). Facilitating human learning (First Edition). Rex Book Store, Inc.
  • Bulusan, F., Raquepo, M. R., Balmeo, M. L., & Gutierrez, J. C. (2019). Facilitating learner-centered teaching (First Edition). Rex Book Store, Inc.
  • CMO No. 75 s. 2017, Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), p. 39
  • CMO No. 80 s. 2017, Policies, Standards and Guidelines for Bachelor of Physical Education (BPEd), p. 24
  • Lucas, M. R. D., & Corpuz, B. B. (2013). Facilitating learning: a metacognitive process (3rd Edition). LORIMAR Publishing, Inc.
  • Ornos, P. S., Gonzaga, E. P., Esgra, C. B., Gomez, N. G., Tarinay, A. R., & Verde, S. P. (2008). Facilitators of the learning process. Grandwater Publications.
  • Vega, V. A., & Prieto, N. G. (2012). Facilitating learning (Revised Edition). Books Atbp. Publishing Corp.


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