Metacognitive - Prof Ed PDF

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Course Title : Facilitating Learner – Centered Teaching Course Code : Prof. Ed. 4 =========================================================== =================== METACOGNITION: THINKING ABOUT THINKING Children must be taught how to think, not on what to think. - Margaret Mead INTRODUCTION Today, facilitating learning is aimed at assisting learners in acquiring expected competencies. In addition, the facilitation of learning addresses the expected competencies to help them understand their learning and thinking. Research findings have shown that metacognitive thinking operates as a vital skill to other skills like problem-solving, creative thinking, and critical thinking. The good news is that metacognition can be taught. In this chapter, you will discover the nature of metacognition, its components, and how metacognitive processes work in the classroom. Lesson 1: Metacognition and Metacognitive Knowledge After completing this lesson, you will be able to: 1. explain the meaning of metacognition and metacognitive knowledge; 2. determine metacognitive knowledge required in a specific competency; and 3. apply concepts learned in assessing your work and other's output. =========================================================== =================== Definition of Metacognition The term metacognition is attributed to John Flavell. He described it as "knowledge concerning one's cognitive processes and products or anything related to them, e.g., the learning-relevant properties of information and data." Furthermore, he referred to it as "the active monitoring and consequent regulation and orchestration of these processes concerning the cognitive objects or data on which they bear, usually in the service of some concrete goal or objective" (Flavell, 1976). Simply stated, metacognition is “knowledge and cognition about cognitive phenomena" (Flavell, 1979). The meaning metamorphosed into "thinking about thinking," "knowing about knowing," and "cognition about cognition." Components of Metacognition The elements of metacognition are metacognitive knowledge and metacognitive regulation (Flavell, 2004). These two elements are interrelated; the presence of the first one enhances the second element. Metacognitive knowledge (also called knowledge of cognition) refers to "what individuals know about their cognition or cognition in general" (Schraw, 2002). It involves three kinds of metacognitive awareness, namely: declarative knowledge, procedural knowledge, and conditional knowledge.

Declarative Knowledge

Procedural knowledge

Knowledge about things

Knowledge on how to do things

Knowledge about one's own abilities

Knowledge on how to execute skills

Knowledge about factors affecting one's own performance

Conditional Knowledge Knowledge on when and why to apply cognitive acts Knowledge on when a startegy is appropriate...