Module 5

"Cognitive and
Metacognitive Factors in
Learning"
This chapter seeks to present the different concepts
related to cognition and metacognition. It also tries to
draw the line between these two concepts and clarifies
what delineates these two from each other. More
importantly, for future teachers, this chapter presents
suggestions regarding teaching techniques that
facilitate the effective use of cognitive and
metacognitive skills among our students.
 Learning Outcomes
At the end of learning experience, the students can:
1. Design learning activities to facilitate the cognitive and
metacognitive process in learning.
2. Compare and contrast the perspectives and concepts
related to cognition and metacognition.
 Lesson 1
Relationship of Need and Motivation

LEARNING POINT: CONCEPTS AND PERSPECTIVES ABOUT COGNITION AND

METACOGNITION
One of the more important goals of the teaching-learning process is to develop successful
and self-regulated learners-learners who take charge and are in control of their learning.
What are the characteristics of successful learners?
a. Can create meaningful, coherent representations of knowledge with support and
guidance.
b. Can link new information with existing knowledge in meaningful ways.
c. Can create a repertoire of thinking and reasoning strategies to achieve complex learning
goals
 Cognition and Metacognition
• Both of these are thinking processes.
• Thinking has to do with comprehension or understanding,
memory, perceiving and such other skills.
• Both have also to do with understanding, learning, or
remembering.
• The distinction between the two concepts, lies in how
knowledge is used to further one’s own learning.
 Cognition or metacognition

A person is solving a He double checked his

mathematical word output by monitoring and

problem. evaluating his answer.

Metacognition exercises active control over cognitive
processes engaged in learning, also known as self-
regulation. Therefore, metacognition helps successful
learning. Metacognition refers both to the knowledge
people have about their own cognitive processes and the
intentional use of certain cognitive processes to facilitate
learning and memory.
Metacognition does not stop at acquiring
knowledge, but more importantly using this
knowledge to develop higher-order and more
complex thinking skills necessary for effective
learning and living.
 Metacognition is the awareness of the self as the
knower. It is a higher-order knowledge about your
own thinking as well as the ability to use this
knowledge to manage one's cognitive processes,
such as comprehension and problem-solving
(Bruning [Link], 2011; in Woolfolk, 2013).
Types of Knowledge Used in the
Metacognition Process

What is METACOGNITION PROCESS?

The use of cognitive process to facilitate learning and memory

Types of Knowledge Used in the
Metacognition Process

a. Declarative Knowledge
b. Procedural Knowledge
c. Self-regulating Knowledge
d. Metacognitive Knowledge
Types of Knowledge Used in the Metacognition Process

a. Declarative Knowledge. Knowledge about the self as learner, factors that influence the
person's learning and memory and the skills, strategies, and resources needed to perform a
task. In other words, knowing what to do.
b. Procedural Knowledge. It is knowing how to use strategies in different occasions or
conditions.
c. Self-regulating Knowledge. Knowing the conditions as to when to apply the
procedures and strategies to ensure completion of the task.

d. Metacognitive Knowledge. Refers to general knowledge about how human beings

learn and process information as well as individual knowledge of one’s own learning
processes.
Woolfolk (2013) contends that there are three essential skills in metacognition:

Planning, monitoring, and evaluating

• Planning involves deciding how much time to give a task, which strategies to use,
how to start, order of processes to follow, which resources to gather; what to skim,
and what to give intense attention to.

• Monitoring is following up one's actions, like “How am I doing?”

• Evaluating, involves making judgements about the processes and outcomes of

thinking and learning as, “Do I need to change strategies?”
To summarize

• Metacognition is about using one's cognitive

processes and skills, toward developing more
complex skills, and eventually lead one to develop
self-regulation and have control over one’s learning.
 Page 01

LEARNING POINT: FACTORS

ASSOCIATED WITH THE
DEVELOPMENT OF
COGNITION
Metacognitive knowledge and skills improve with growth and development.
As children grow and develop, their metacognitive knowledge and skills
improve in the following ways (Ormrod, 2015).
 Page 02

a. Children become more aware of the limitations of their

memories. As they grow older, they realize that their memories
are not perfect.
b. Children become better able to identify the things they know
and do not know. As people grow and develop, they are able to a
certain point assess themselves in terms of what they know, and
what they do not know.
c. As they grow older, children become more knowledgeable about
effective learning strategies.
 Page 03

Theorists organize the skills of metacognition into two

components:

a. Knowledge of cognition with three components: Knowledge of

the factors
that influence one’s own performance; knowing different
strategies to use for learning; and knowing what strategy to use
for a specific learning situation.

b. Regulation of cognition, involves setting goals and planning,

monitoring and
controlling learning, and evaluating one’s own regulation
(assessing results and strategies
used).
STRATEGIES TO
DEVELOP
STUDENTS’
METACOGNITIVE
SKILLS
 Page 05

Suggested
strategies to develop
metacognitive learning skills
of students.
 Page 06

Ask questions
a. - Ask questions that allow learners to reflect on their
own learning processes and strategies.

Foster self-reflection
b. - Emphasizing the importance of personal reflection
during and after learning experiences.
 Page 07

c. Encourage self-questioning
- Foster independent learning by asking learners to
generate their own questions and answer them to
enhance comprehension.

Teach strategies directly

d. -Teach explicitly or implicitly appropriate
metacognitive strategies as part of the lesson.
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e. Promote autonomous learning

- Learners construct their own metacognitive
strategies.

Provide access to mentors

f. - Students learn best by interacting with peers who are
more slightly advanced.
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Solve problems with a team or group

g. - Cooperative problem solving can enhance

metacognitive strategies by discussing possible
approaches with team members and learning from
each other.

Think aloud
h. - Teach learners how to think aloud and report their
thoughts while performing a difficult task.
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Self-explanation
i. - Self-explanation in writing or speaking can help
learners improve their comprehension of a difficult
subject.

Provide opportunities for making errors

j. - Providing this opportunity to learners simulates
reflections on the causes of their errors.
 Page 11

a. Ask questions
b. Foster self-reflection
c. Encourage self-questioning
d. Teach strategies directly
e. Promote autonomous learning
f. Provide access to mentors
g. Solve problems with a team or group
h. Think aloud
i. Self-explanation
j. Provide opportunities for making errors
Strategies that Develop Self-Regulation
 The important strategies regarding the development of
metacognition toward self-regulation is further emphasized.
All of these activities are cognitive in nature.

1. Teach students that the ability to learn is not a fixed quantity.

2. Teach students how to set goals and plan to meet them.

3. Give students the opportunity for self-monitoring and adapting.

Paris and Winograd (1990; in Ee, 2009) claim that as students
develop competencies for self-appraisal and self-management,
they become metacognitively alert. They also become more
conscious of their own thinking state, the demands of the task,
and their own Strategies for influencing their learning
 According to Ee (2009) teachers can develop their
students’ awareness of thinking using the
following strategies:
1. Sharpening the students’ alertness and observational skills.

2. Provide explicit and clear instructions and modelling.

3. Encourage peer evaluation. During question time, encourage

evaluation on the given responses by peers.
4. Providing questions for enhancing reflection. Apply Socratic
questioning. These are questions asked of students to give the
following kinds of responses:

• Clear, (Can you elaborate further?);

• Precise (Can you give me more details?);
• Accurate (How can we verify or test that?);
• Relevant (How does that relate to the problem?);
• Deep (Which factors make this a difficult problem?);
• Broad (Do we need to have another point of view?);
• Logical (How is it consistent with what you explained earlier?)
 Use also De Bono's Thinking Hats in processing
students’ responses or actions on tasks
(Adapted from: [Link]).

• Yellow Hat: good points e.g. What are all the good points about?
• Black Hat: bad points e.g. What could have gone wrong?
• White Hat: information. e.g. what, when, who, why, how questions
• Red Hat: feelings. What do you feel about the result of this activity?
• Blue Hat: thinking about thinking. What did you learn from the story?
• Green Hat: creativity. What else could have been done? In asking the
questions and processing students’ responses, the teacher can use the
above classification of questions and responses.
 ENGAGE LEARNING POINT:
FACTORS IN LEARNING RELATED
TO DEVELOPMENT OF COGNITION
AND METACOGNITION
Presented by: Castro, Princess Joy S.
 Intelligence
The “triarchic” theory of intelligence asserts
that the “metacomponents” in this theory are the
executive processes that control other cognitive
components as well as receive feedback from these
components.
‘Executive processes in the brain serve to
coordinate and regulate the flow of information
processing toward the achievement of higher level
goals.’
34
Intelligence
Two components are practical and
experiential intelligence. These executive
processes involve planning, evaluating, and
monitoring problem, and solving activities.
Sternberg further asserts that the ability to
appropriately allocate cognitive resources such as
deciding how and when a given task should be
accomplished is basic to intelligence.

35
Intelligence Children
- needs assistance of
adults
- only knows what is
thought and
understand
- (except for gifted
children)

Adults
- can formulate
different choices
- understand the
ways of the world
- (except for people
Let’s compare the level of with specific
intelligence of children to disabilities that
hinders cognitive
adults
and metacognitive
development)

36
 Age
Jean Piaget’s stages of cognitive development asserts
that cognitive abilities for abstract thinking are higher
during the formal operations period.
According to Khezrlou (2012) determining the
relationship between cognitive and metacognitive strategies,
age and level of education, found that a positive but
significant correlation was observed between metacognitive
strategies and adult learners’ scores in the Test of English as
a Foreign Language (TOEFL).

37
 What do you perceive about the
Age picture?
As person aged:
• Infants: their routine is highly the
same and repeating, and learning basic
knowledge,
• Child: they learn things quickly by
observing and imitating their
surroundings,
• Teenager: they are more to open to
discover new things and very curious.
And impusive regardless of the
outcome of their choices.
• Adult: their choices and thinking are
calculated due to their past
experiences that contributed to
develop their cognition and
metacognition.
38
 Level of Education
In the study conducted by Khezrlou
(2012), there were differences in types of
strategies according to level of education.
The university students employed more
strategies in their reading of passages
than the senior high school students.

39
 Level of Education
Jean Piaget’s Stages of Child’s Cognitive
Development Adults

- The level of education greatly affects the development of cognition and

metacognition since during the advancement of their grade level new
informations were [Link], their level of their understanding of things
enhanced and modified.
40
 Use of Cognitive Strategies for Instruction

Cognitive strategy instruction is an instructional approach that

emphasizes the development of thinking skills and processes as a
means to enhance learning. CSI assumes that there are identifiable
cognitive strategies previously believed to be utilized by the best
and the brightest students, and which can be taught to students.
Using these strategies is associated with successful learning. Other
factors are study and practice, guidance or cognitive
apprenticeship and experience.

41
Use of Cognitive Strategies for Instruction

Cognitive strategies
are useful tools in
assisting students with
learning problems. The
term "cognitive
strategies" in its
simplest form is the
use of the mind
(cognition) to solve a
problem or complete a
task

42
 Page 12

Suggested
Strategies to Help
Students Process
Information

Prepared by ROLENE D. TUNDAN

 Page 13

1. Provide organized
instruction.
Make structure and relations of the material evident to
01
learners thru concept maps or other graphic
presentation.
 Page 14

2. Use single coherent

representations.
Allows the learner to focus attention rather than split
02
attention between two stimuli.
 Page 15

3. Link new material with what

is already known.

03 Use mental scaffolding techniques for the new material.

 Page 17

4. Carefully analyze the

attention demands of
instruction.
04 Count the number of elements in instructional messages.
 Page 18

5. Recognize the limits of

attention.
Help learners focus their attention through the
05
techniques such as identifying the most important points
to be learned in advance of studying new material.
 Page 19

6. Recognize the limitations of

short-term memory.
Apply the concept chunking.
06
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7. Match encoding strategies

with the material to the
learner.
Do not encourage use of mnemonics unless it is very
07
necessary to memorize the material.
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8. Provide opportunities for

both verbal and imaginal
encoding.
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9. Arrange a variety of
practice opportunities.
The goal is to help the learner generalize the concept ,
09
principle or skill to be learned so that it could be applied
outside of the original context of which it was taught.
 Page 23

10. Eliminate redundancy.

Redundant information between text and diagram has

10
been shown decrease learning.
 Page 24

11. Help learners become

“self-regulated.”
Assist students in selecting and using strategies such as
11
summarizing and questioning.
 Page 25

LEARNING POINT:
IMPLICATIONS OF
COGNITIVE THEORIES
ON TEACHING AND
LEARNING
Prepared by ANTHEA MAE VISCARA
 Page 26

Important for teachers to develop to the

highest possible limit the cognitive and
metacognitive abilities of students. This
could be best achieved by applying
classroom techniques toward this
objective.
 Basic characteristics of a classroom Page 27
instruction based on cognitive theories

a. Emphasis on the active involvement of the learner in the learning process

(learner control).
b. Metacognitive training
c. Use of hierarchical analyses to identify and illustrate prerequisite relationships
d. Emphasis on structuring, organizing and sequencing information to facilitate
optimal
e. Creation of learning environments that allow and encourage students to make
connections with previously learned materials.
 Method of helping students grasp concepts
and procedures under the guidance of teacher
or expert. The phases of instruction are the
following:

a. Modeling. The teacher does the task or explains the

process.
b. Coaching. The students do the same task and teacher
observes the students, give feedback on how to do it.
c. Articulation. Students are asked to think out loud
about how they performed the task and offers reasons
for the strategies. Teachers can give feedback and
determines if there are misconception.
d. Reflection. Students retrospectively think of their
performance in completing the task.
e. Exploration. Teacher urges the students to identify
the problem, formulate hypothesis and seek needed
information to solve it.
 An instructional activity in the form of
dialogue or exchange between teachers and
students about certain parts of the lesson.

Involves the use of anchors while doing

instruction, like stories, cases or situations. It
is essentially problem-based.
 Resembles the scientific inquiry method.
Helps the students develop their higher order
thinking skills by engaging them in investigating an
issue or formulating hypothesis to find solutions to
a problem.

An approach where students interact with

their environment, manipulate things, explore,
do experiments for them to discover principles
and important relationships.
 A real-life problem, or an ill-structured
question is presented to the students, having many
possible solutions, and they are asked to find or
come up with the most appropriate or best
solution.
WHAT IS K TO 12 CURRICULUM ALL ABOUT
 The K to 12 curriculum is a basic Education for 13 years from
kinder Garten to primary to junior high school to senior high
school, this program provides the sufficient time for mastery of
concepts and skills development lifelong learners, K to 12 system
aims to improve Filipino student’s mathematical, scientific and
linguistic Competence.
The Academic, TVL and Sports and Arts
 ACADEMIC TRACKS

Accountancy, Business and Management (ABM)

Science, Technology , Engineering, mathematics (STEM)
Humanities and Social Sciences (HUMSS)
General Academic Strand ( GAS)
TECHNICAL VOCATIONAL LIVELIHOOD (TVL)

Information and Communication Technology (ICT)

Home Economic (HE)
Agri Fishery Arts
Industrials Arts
Sports and Arts

Physical Education
Arts and designs
Example No. 1: Grade 11-12
Core Subject Title: Oral Communication in Context
Reference: K to 12 Senior High School Core Curriculum-Oral Communication in
Context, December 2013

Content: Nature and Elements of Communication

1. Definition
2. The Process of Communication
3. Communication Models
4. Five Elements of Communication a. *Verbal and Non-Verbal Communication
5. Effective Communication Skills
6. Intercultural Communication
 Learning Competencies Cognitive Skills Metacognitive Skills
The learner... X
1. Defines communication.
2. Explains the nature and process of X
communication.
3. Differentiates the various models of X
communication
4. Distinguishes the unique feature(s) of one X
communication process from the other
5. Explains why there is a breakdown of X X
communication.
6. Uses various strategies in order to avoid X
communication breakdown
7. Demonstrate sensitivity to the socio-cultural X
dimension of communication situation with focus
on:
a. Culture
b. Gender
c. Age
d. Social Status
e. Religion
Example No. 2: Grade 1-13

Course Subject Title: Physical Science Reference: K to 12 Senior High

School Core Curriculum-Physical Science, December, 2013

Content: How the Elements Found in the Universe were Formed