Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE

COLLEGE
Barotac Viejo Campus
Barotac Viejo, Iloilo
Module in Facilitating Learner-Centred Teaching
ED 105

[Link]

[Pick the date]

Prepared by:
Inst. CLAIR A. GANZON, Ph. D.

Introduction to
Module in Facilitating Learner-Centred Teaching

Introduction
Literally, “metacognition” refers to a process coming “after” or “beyond”
(meta-”) the act of acquiring knowledge (cognition). It is “thinking about thinking,” or
the space beyond thinking where we can plan, monitor, and assess our efforts to think,
know, or learn about something.
All people engage in metacognition to at least some extent. They plan on
developing knowledge or skill in a certain area. They think about strategies they can
use to develop those skills. They evaluate how well their chosen strategies work, as
well as their current level as they try to determine what challenges are appropriate to
take on next. And they revise their practice accordingly.
But many — perhaps most — of us do this without being fully conscious of what
we are doing it. It’s difficult to spend sufficient time or resources articulating our goals,
planning how to acquire skills, and monitoring progress. It’s much easier to just jump
into the work and play it by ear. But the costs of haste and lack of strategic planning
can be great.
Too often, metacognition remains in the background, engaged in only half-
consciously and half-heartedly. The result is too much time spent employing
unproductive learning strategies and spinning our wheels. More explicit metacognition
can help teachers, parents, and students work smarter and learn more efficiently
(Bosler, 2020).

Intended Learning Outcomes:

At the end of learning this module, you must have:
1. Explained metacognition in your own words.
2. Discovered some of the strategies developing metacognition.
3. Learned the importance of teaching metacognition.
4. Applied metacognitive strategies in your own quest for learning as a novice or
an expert learner.

Learning Content:
What is metacognition?
Module 1: Lesson 1 – Introduction to Metacognition 1
Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

This appears to be a high-sounding word that some people are confused about
even before they actually spend time to found out what it really means. It is not at all
complicated. In fact, we do metacognitive activities in our daily lives. When you sense
that you are experiencing difficulty with a topic you are studying, and you out different
strategies to learn better, you are practicing metacognition. The word may be long,
seems so 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 help your students to
learn more efficiently and effectively.
The term “metacognition” was coined by John Flavell. According to Flavell
(1979, 1987), metacognition consists of both cognitive knowledge and metacognitive
experiences or regulation. Metacognition, simply put is “thinking about thinking” or
“learning how to learn”. It refers to higher order thinking which involves active
awareness and control over the cognitive processes engaged in learning.
Metacognitive knowledge refers to acquired knowledge about cognitive processes,
knowledge that can be used to control cognitive processes. Flavell further divides
cognitive knowledge that can be used to control categories: knowledge of person
variables, task variables and strategy variables.
Table 1. Flavell’s 3 Categories of Metacognitive Knowledge
3 Categories of Metacognitive Knowledge
Person Variables This includes how one views himself as a learner and a 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 in the evening, and
that you work better in a quiet library rather than at home
where there are lots of things that make it hard for you to
focus and concentrate.
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.
Strategy Knowledge of strategy variables involves awareness of the
Module 1: Lesson 1 – Introduction to Metacognition 2
Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

Variables 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.
Meta-attention is the awareness of specific strategies so that
you can keep your attention focused in the topic or task at
hand. 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
(2013) 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 (1997) 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 do 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?

Module 1: Lesson 1 – Introduction to Metacognition 3

Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

Metacognition is knowledge and beliefs about one's own cognitive processes, as

well as efforts to regulate those cognitive processes to maximize learning and
memory (McDevitt & Ormrod, 2013). Metacognition encompasses five important
aspects: learning strategies, problem-solving strategies, metacognitive awareness,
self-regulated learning, and epistemic beliefs. Learning Strategies and problem solving
are two areas of metacognition that are highly visible in metacognition.
Learning Strategies
Learning strategies are techniques that are intentionally used to learn and remember
information more effectively. Learning strategies include: Rehearsal, which is rarely
seen in ECE, but does increase as children enter to elementary school years. An
example of rehearsal may be showing a child a picture and having them repeat what it
is over and over again, then coming back to the picture at a later time and the child is
able to recognize the picture because he has remembered the image from repeated
rehearsal. Organization is the process of identifying interrelationships among pieces of
information as a way of learning them more effectively. This is one's ability
to categorize objects and organize their experiences mentally. Elaboration is the
process of using prior knowledge to elaborate new information. This strategy is highly
relevant in the early childhood years as it is one of the intentional strategies used to
help them learn and acquire new information (McDevitt & Ormrod, 2013).
Problem-Solving
Problem solving strategies are any ways in which one solves problems.
Developments of problem solving strategies begin to thrive in the early childhood
years. At the age of one, infants have the ability to think and solve problems (McDevitt
& Ormrod, 2013). As they grow older, their problem solving abilities become
increasingly mental rather than behavioral (McDevitt & Ormrod, 2013). Metacognition
develops rapidly by ages 3-4 and is usually acquired by the age of 5. When placed in a
classroom environment, metacognitive development is contagious as it renders
multiple opportunities for children to learn and develop their cognitive processing
skills. Below are articles that talk about the development of metacognitive knowledge
in early childhood. ([Link]

Metacognitive Strategies to Facilitate Learning

Fang and Cox (2009) showed that metacognitive awareness was evident in pre-
schoolers and in students as young as eight years old. Children already have the
capacity to be more aware and reflective of their own learning. However, not many
have been taught and encouraged to apply metacognition.

Module 1: Lesson 1 – Introduction to Metacognition 4

Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

The challenge then to future teachers like you is to integrate more activities that
would build your students’ capacity to reflect in their own characteristics as learners
(self-knowledge), the tasks they are to do (Task knowledge) and the strategies that
they can use to learn (strategic knowledge). Remember, metacognition is like any
other thing you will teach. Metacognition involves knowledge and skills which you and
your students can learn and master.
Here are some examples of teaching strategies to develop metacognition (Work
hard in applying these strategies now in your role as a student. It will surely be a
rewarding experience for you.):
1. Have students monitor their own learning and thinking.
2. Teach students study or learning strategies.
TLQR – This can be taught to younger students (primary grades)
T is for Tune in. It is 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 learn soon.
L is for Listen. The learner the 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.
P4QR – This is usually for older students in the intermediate levels and onwards.
This strategy is used to study a unit or chapter. This strategy will be helpful
to you, now that you are learning by yourself and are learning through the
use of a module which presents lessons by 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. (But please don’t stop on the summary alone.
No. No. No. This is not a good idea at all. Read the whole chapter).
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 coloured pencil to highlight important words or
phrases. (Do not highlight the whole paragraph!)
R – Recite. Work on answering the questions you had earlier.

Module 1: Lesson 1 – Introduction to Metacognition 5

Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

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 know when to ask for help. (He/she must be able to self-
monitor, require students to show how they attempted to deal with the problem
of their own.)
7. Show students how to transfer knowledge, attitudes, values, skills to other
situations or tasks.

Novice and Expert Learners

In the last twenty years, cognitive psychologists have studied the distinction
among learners in the manner they absorb or process information. They are able to
differentiate expert learners from novice learners. A very important factor that
separates these two types of learners mentioned is metacognition. Expert learners
employ metacognitive strategies in learning. They are more aware of their learning
process as they read, study and do problem solving. Expert learners monitor their
learning and consequently adjust their strategies to make learning more effective.
Table 2 below shows the difference between a novice learner and an expert
learner.
Table 2. Differences Between Novice and Expert Learners
Aspect of Learning Novice Learners Expert Learners
Knowledge in different Limited knowledge Deeper knowledge because
subject areas they look for
interrelationships in the
things they learn
Problem solving Satisfied a just scratching First try to understand the
the surface; hurriedly gives problem, look for
a solution to the problem boundaries, and create a
mental picture of the
problem
Module 1: Lesson 1 – Introduction to Metacognition 6
Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

Learning/thinking Employ rigid strategies that Design new strategies that

Strategies may not be appropriate to would be appropriate to
the task at hand the task at hand
Selectivity in Processing Attempt to process all Select important
information they receive information to process;
able to breakdown
information to manageable
chunks
Production of output Do not examine the quality Check their errors and
of their work, nor stop to redirect their efforts to
make revisions maintain quality output

Stop and pause for a while. Are you a novice learner? Or an expert one? Strive
to apply the concepts of metacognition in your world of learning, and for sure you will
be on your way to be an expert learner, probably an expert teacher, too!

Why Teach Metacognition?

Metacognition contributes to successful learning and moves students toward
independence, interdependence, and self-efficacy. Through metacognitive strategies,
students learn to master information and solve problems more easily (Block, C. et. al.
2005; Scruggs, 1985).
In “their landmark study” on the behaviours of effective readers, Pressley and
Afflerbach (1995) ascertained “that expert readers and highly skilled readers used
specific metacognitive strategies before, during, and after reading” (in Israel, 2007, 3).
Students with learning difficulties benefit from instruction in metacognition because it
helps them to become more aware of their thinking processes, to recognize when
meaning breaks down, and to understand what strategies work best for them. That is,
they “learn what to do when they don’t know what to do” (Wade, 1990; Claxton,
2002).
Acquiring and using metacognitive skills has emerged as a powerful approach
for promoting a focus on thinking skills in literacy and across all disciplines. Instruction
in metacognition:
• helps develop a repertoire of thinking and learning skills
• fosters confidence and independence in the classroom
• encourages students to self-regulate their learning
• improves decision-making and goal-setting skills
• enables students to self-assess the quality of their thinking
Module 1: Lesson 1 – Introduction to Metacognition 7
Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

• enhances responsible citizenship

• increases awareness of other learning styles
• helps to decide which strategies to use in which learning situations
• strengthens essential skills and employability skills
([Link]
[Link])

Name: ______________________________ Course, Year & Section:_______

Date of Submission: _________

Activity 1: Reflection Statements

Directions: Based on the principles of metacognition that you have learned in this module,
share your ideas on the following statements about how a student learns by stating whether
you agree or disagree. Your reflection statements should be at least 10 sentences.
1. "Intelligence is not a fixed trait but something a person can develop over time".
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2. "The biggest obstacle for most students in this school is their lack of confidence and the
negative beliefs they have about their own abilities".
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Module 1: Lesson 1 – Introduction to Metacognition 8

Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

3. "The student, not their teacher, is ultimately responsible for their success or failure".
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4. "All students have their own, unique, learning-style"
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Module 1: Lesson 1 – Introduction to Metacognition 9

Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

Name: ______________________________ Course, Year & Section:_______

Date of Submission: _________

Assessment 1: My Thoughts on Metacognition

Directions: Write an essay of not less than 300 words on the topic provided. Highlight on the
things that you do not know before, things you know now, and what you plan to do on your
metacognitive skills. Add an extra sheet if necessary.

Module 1: Lesson 1 – Introduction to Metacognition 10

Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

Enrichment Activity
Name: ______________________________ Course, Year & Section:_______
Date of Submission: _________

Directions: Surf the internet and look for 3 researches/studies related to

metacognition. Fill out the organizer provided below. Since you are required to look for
3 researches/studies, you should also submit 3 graphic organizers, one study means
one organizer.

Problem Research Methodology

Title and Source: (Complete APA

bibliographical entry format)
Example:
Easton, B. (2008). Does poverty affect
health? In K. Dew &
A. Matheson (Eds.), Understanding health
inequalities in Aotearoa New Zealand (pp.
97–106). Dunedin, New
Zealand: Otago University Press.

Findings Conclusions/Recommendations

Module 1: Lesson 1 – Introduction to Metacognition 11

Prepared by: Clair A. Ganzon
Module in Facilitating Learner-Centred Teaching

References:
1. Bosler, U. (2020). Metacognition: what is it? Why does it matter? The Learning
Agency. Retrieved August 28, 2020 from [Link]
[Link]/[Link]
2. Fang, Z., and Cox, B. (2009). Emergent Metacognition: A Study of Preschoolers'
Literate Behavior. Journal of Research in Childhood Education. Retrieved Sept.
1, 2020 from
[Link]
journalCode=ujrc20
3. Huitt, W. (1997). Metacognition. Educational Psychology Interactive. Valdosta,
GA: Valdosta State University. Retrieved Sept. 1, 2020, from
[Link]
4. [Link]
SupplementaryMaterials/
[Link]
5. [Link]
6. [Link]
metacognition

Module 1: Lesson 1 – Introduction to Metacognition 12

Prepared by: Clair A. Ganzon