helpful

1. Metacognition
Chapter 1

2. Study Habits Questionnaire
Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
1. I exert effort to find out why I need to do a
particular task.
2. I reward myself when I work.
3. I see to it that I give myself regular breaks from
work.
4. I am able to keep concentration and does not let
my mind “drift away”.
5. I have ways of dealing with distractions.
6. I am willing to do the work I do not enjoy
because I see it as important.

3. Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
7. I seek clarification from the teacher about her
expectations and standards.
8. I go tutorials to improve my school work.
Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
1. I make a weekly timetable for the school work I
need to accomplish.
2. I make a review schedule for examinations.
3. I plan to get the necessary resources and
equipment prior to starting work.
Part 2

4. Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
4. I submit all my assignments on time.
5. I have a place to work where I won’t be
disturbed.
6. I have time for family commitments and
relaxation as well as studying.
7. I prioritize tasks which should be done first,
second and so on…
8. I make lists of things to do.
9. I make a list of valuable references with
bibliographic details, page numbers of quotes and
so on.
10. I review my work before submitting it.

5. Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
1. I discuss work assignments with other students.
2. I share resources with other students.
3. I keep cuttings from newspapers and magazines
which may be of help to me.
4. I make sure I see TV programs which may be
useful.
5. I read the topic assigned before a session.
6. I ask questions and generally take part in group
discussions.
7. I listen out for key ideas when someone is
talking.
8. When I am listening to someone, I try to
anticipate what they will say next.
Part 3

6. Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
1. I get so worried about assignments that they
make me feel ill.
2. This worry about assignments makes me feel
depressed.
3. I feel miserable about doing assignments.
4. I let these concerns about the work get on top of
me.
5. When I need to work, other always succeed in
persuading me to go out.
Part 4

7. Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
6. I have difficulty in talking to others about my
worries.
7. I ignore my personal fitness through worrying
about my assignments.
8. The stress of assignments causes me to get
behind and I never seem to catch up.

8. Part 5
Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
1. My notes indicate the main ideas, rather than
merely repeat what has been said.
2. I listen for key ideas when listening to a speaker.
3. I approach tutors for help.
4. I organize or file my notes regularly.
5. I re-write my notes under key ideas, headings,
using numbering or lettering schemes.
6. I have a shorthand technique of my own.
7. I underline or highlight key ideas so they stand
out.

9. Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
8. I decide before reading a book whether it is vital
or background reading.
9. I go over a book before diving into chapter one.
10. I check the contents page for relevance before
reading a book.
11. I look for summaries at the end of chapters.

10. Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
1. I see to it that I understand what is really being
asked for in the assignment / project.
2. I read other references and read about the topic.
3. I make an outline / plan before doing my
assignment / project.
4. I check for spelling mistakes.
5. My essays have clear introductions.
6. My essays have a conclusion.
7. I frequently check back to the title during the
writing of an essay
Part 6

11. Always
(10)
Sometimes
(5)
Never
(0)
Your
Score
8. My essay / research paper has a full set of
references and a bibliography.
9. I review project / assignment before submitting
it.
10. I request someone else to look at / read my
project / assignment before submitting it.

12. METACOGNITION
- coined by John Flavell
- consists of both metacognitive knowledge and
metacognitive experiences or regulation
- simply put, is “thinking about thinking” or
“learning how to learn”
- refers to higher order thinking which involves active
awareness and control over the cognitive processes
engaged in learning

13. - refers to the acquired knowledge about cognitive processes,
knowledge that can be used to control cognitive processes
- divided into three (3) categories:
1. knowledge of person variables
2. task variables
3. strategy variables

14. PERSON VARIABLES
- includes how one views himself as a learner and thinker
- refers to knowledge about how human beings learn
and process information, as well as individual
knowledge of one’s learning processes
- example
you may be aware that you study more effectively if
you study very early in the morning than late in the
evening, and that you work better in a quiet library rather
than at home where there are a lot of things that make it
hard for you to focus and concentrate

15. TASK VARIABLE
- 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
- 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

16. STRATEGY VARIABLES
- involves awareness of the 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

17. - META-ATTENTION – is the awareness of specific
strategies so that you can keep your attention focused
on 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

18. The following are used in the practice of metacognition:
1. Knowing the limits of one’s own learning and memory capacities.
2. Knowing what learning tasks one can realistically accomplish
within a certain amount of time.
3. Knowing which learning strategies are effective and which are not
4. Planning an approach to a learning task that is likely to be
successful.

19. 5. Using effective learning strategies to process and learn
new materials.
6. Monitoring one’s own knowledge and comprehension. In other
words, knowing when information has been successfully
learned and when it is not.
7. Using effective strategies for retrieval of previously stored
information.

20. 8. Knowledge is said to be metacognitive if it is keenly used
in a purposeful manner to ensure that a goal is met.
Example:
A student may use knowledge in planning how to do homework:
“I know that I (person variable) have more difficulty with my
Science assignments than English and find Araling Panlipunan
easier (task variable), so I will do my homework in Science
first, then English, then Araling Panlipunan (strategy variable)
• If one is only aware about one’s cognitive strengths or weaknesses
and the nature of the task but does not use this to guide his own
learning, then NO metacognition has been applied

21. Metacognitive Strategies to Facilitate Learning
- Fang and Cox showed that metacognitive awareness was evident
in preschoolers and in students as young as 8 yrs old; during
these years children have the capacity to be more aware and
reflective of their own learning
- challenge for future teacher, is to integrate more activities that
would build your students’ capacity to reflect on 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)

22. 1. Have students monitor their own learning and thinking.
2. Teach students study or learning strategies.
TQLR – this can be taught to younger students
- metacognitive strategy before listening to a
story or presentation
T – Tune in
- it is first important for the learner himself to be
aware that he is paying attention, and that he is
ready to learn

23. Q – Question
- the learner is given questions or he thinks of questions
about what he will soon learn
L – Listen
- the learner then intentionally exerts effort to listen;
he becomes aware if he is momentarily destructed
and goes back to listen again
R – Remember
- the learner uses ways or strategies to remember what
was learned

24. PQ4R – usually for older students in the intermediate levels
and onwards; used to study a unit or 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
- rad the summary of the chapter first (but do not stop
on the summary alone)

25. 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 not clear to you
- use a marker or colored pencil to highlight important
words or phrases

26. R – Recite
- work on answering the questions you had earlier
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
learned? How is this relevant or useful to you?

27. 3. Have students MAKE PREDICTIONS about information
to be presented next based on what they have learned.
4. Have students RELATE IDEAS TO EXISTING KNOWLEDGE
STRUCTURES.
5. Have students DEVELOP QUESTIONS, ask questions of
themselves, about what’s going on around them
6. Help students to KNOW WHEN TO ASK FOR HELP.
(Students must be able to self-monitor, require them to show
how they have attempted to deal with the problems of
their own)

28. 7. Show students how to TRANSFER knowledge, attitudes,
values, skills to other situations or tasks

29. Novice and Expert Learners
Aspect of Learning Novice Learners Expert Learners
Knowledge in different
subject areas
Have limited knowledge
in the different subject
areas
Have deeper knowledge
in different subject areas
because they look for
interrelationships in the
things they learn
Problem Solving Satisfied at just scratching
the surface; hurriedly
gives a solution to the
problem
Difference between Novice and Expert Learners

30. Aspect of Learning Novice Learners Expert Learners
Learning / thinking
Strategies
Employ rigid strategies
that may not be
appropriate to the task at
hand
Design new strategies that
would be appropriate to
the task at hand
Selectivity in Processing Attempt to process all
information they receive
Select important
information to process;
able to breakdown
information to
manageable chunks
Production of output Do not examine the
quality of their work, nor
stop to make revisions
Check their errors and
redirect their efforts to
maintain quality output