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    Metacognitive Learning Strategies

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    Ocir Kram Adlawon
    This document discusses metacognition and its importance in learning. It defines metacognition as awareness and reflection on one's own cognitive processes. There are two main components of metacognition - metacognitive knowledge, which includes declarative, procedural, and conditional knowledge; and metacognitive regulation, which involves planning, monitoring, and evaluating one's learning. Developing metacognitive skills allows students to think about how they learn and select effective learning strategies. The document also discusses principles of information processing and metacognitive strategies that can help with attention, encoding, rehearsal, priming, and chunking information.

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    Metacognitive Learning Strategies

    Uploaded by

    Ocir Kram Adlawon
    44 views77 pages
    This document discusses metacognition and its importance in learning. It defines metacognition as awareness and reflection on one's own cognitive processes. There are two main components of metacognition - metacognitive knowledge, which includes declarative, procedural, and conditional knowledge; and metacognitive regulation, which involves planning, monitoring, and evaluating one's learning. Developing metacognitive skills allows students to think about how they learn and select effective learning strategies. The document also discusses principles of information processing and metacognitive strategies that can help with attention, encoding, rehearsal, priming, and chunking information.

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    This document discusses metacognition and its importance in learning. It defines metacognition as awareness and reflection on one's own cognitive processes. There are two main components of metacognition - metacognitive knowledge, which includes declarative, procedural, and conditional knowledge; and metacognitive regulation, which involves planning, monitoring, and evaluating one's learning. Developing metacognitive skills allows students to think about how they learn and select effective learning strategies. The document also discusses principles of information processing and metacognitive strategies that can help with attention, encoding, rehearsal, priming, and chunking information.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    44 views77 pages

    Metacognitive Learning Strategies

    Uploaded by

    Ocir Kram Adlawon
    This document discusses metacognition and its importance in learning. It defines metacognition as awareness and reflection on one's own cognitive processes. There are two main components of metacognition - metacognitive knowledge, which includes declarative, procedural, and conditional knowledge; and metacognitive regulation, which involves planning, monitoring, and evaluating one's learning. Developing metacognitive skills allows students to think about how they learn and select effective learning strategies. The document also discusses principles of information processing and metacognitive strategies that can help with attention, encoding, rehearsal, priming, and chunking information.

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    You are on page 1of 77

    Rebus Puzzle

    Let’s activate your brain cells!


    Ready?
    1.
    1.
    Scrambled
    eggs
    2.
    2.
    Mixed emotions
    3.
    Split
    personality
    4.
    4.
    Ice cube
    5.
    5.
    Read between the
    lines
    6.
    6.
    Summary
    7.
    7.
    Moral support
    8.
    8.
    What must come up
    must come down
    9.
    9.
    Long time no see
    10.
    10.
    Overseas travel
    Understanding
    Metacognition:
    Learning to Learn
    RONILO P. ANTONIO, MS, LPT
    Bulacan State University, City of Malolos
    Email: ronilo.antonio@bulsu.edu.ph
    Outline

    Concept of Importance of Principles of Information


    Processing and
    Metacognition Metacognitive Skills
    Metacognitive Strategies
    • Who are you travelling with?
    • When do you want to travel?
    • Where do you want to go?
    • Why are you traveling?
    • What type of accommodation
    do you want?
    • How are you going to get
    there?
    When learning, do
    you consider.....
    r t?
    l l I sta Were my
    w i
    How strategie
    s
    effective
    ?
    a pp roac h
    How will I
    this task? I d o
    t c a n
    Wha p rove
    y t o i m
    re n t l
    h e r i gh t diffe r k?
    m I o n t my w o
    A
    track?
    Metacognition
    (Flavell, 1997)

    “awareness of, and


    reflection upon one’s own
    cognitive process”
    “thinking about thinking”
    Metacognition
    Metacognition refers to one’s knowledge
    concerning one’s own cognitive processes
    or anything related to them,

    For example, I am engaging in


    metacognition if I notice that I am having
    more trouble learning A than B; if it
    strikes me that I should double check C
    before accepting it as fact. (Flavell, 1976)
    Metacognition

    “learning how to learn”


    Metacognition
    Metacognition

    Metacognitive Metacognitive
    Knowledge Regulation

    Declarative Procedural Conditional


    Planning Monitoring Evaluating
    Knowledge Knowledge Knowledge

    (Schraw and Moshman, 1995)


    Metacognitive Knowledge
    (Brown, 1987; Jacobs and Paris, 1987).

    Declarative Procedural Conditional


    Knowledge Knowledge Knowledge
    Knowing what Knowing how Knowing when
    and why
    Metacognitive Regulation
    (Jacobs and Paris, 1987; Kluwe, 1987).

    Planning

    Evaluating Monitoring
    Metacognitive Regulation
    Regulatory Checklist (RC) (Schraw and Brooks 1999).

    Planning Monitoring Evaluating

    1. Do I have a clear 1. Have I reached my


    1. What is the nature of
    understanding of what goal?
    the task?
    am I doing? 2. What strategies
    2. What is my goal?
    2. Does the task make worked?
    3. What kind of
    sense? 3. What strategies didn’t
    information and
    3. Am I reaching my goals? work?
    strategies do I need?
    4. Do I need to make 4. Would I do things
    4. How much time and
    changes? differently next time?

    resources will I need?
    

    

    WHAT IS YOUR
    BLEPT GOAL?
    My Target BLEPT Rating
    My Target BLEPT Rank

    Your Name and SIgnature

    Start Date of Review


    Metacognitive Regulation
    Metacognition in Student Learning
    Individuals with well-developed
    metacognitive skills can think
    through a problem or approach
    a learning task, select
    appropriate strategies, and
    Planning make decisions about a course
    of action to resolve the
    problem or successfully
    perform the task.

    They often think about their


    Evaluating Monitoring own thinking processes, taking
    time to think about and learn
    from mistakes or inaccuracies.
    Metacognition in Student Learning
    Information Processing
    Principles and
    Metacognitive
    Strategies

    https://daizeabdao.wordpress.com/2015/03/22/on-information-processing-theories-teaching-and-learning-strategies/
    Attention
    Principle Learning Strategy

    ★ Minimize or eliminate distraction.

    ★ Find a study area conducive for


    learning.

    Attention ★ Focus on your study materials.


    (focusing in order to
    effectively process ★ Pay extra attention to difficult
    information: can be selective, information.
    divided, sustained or
    executive) ★ Get enough sleep to sharpen your
    senses.
    https://www.skillshare.com/classes/Note-Taking-Essentials-How-to-Keep-Organized-and-Effective-Notes/18265272
    Encoding
    Principle Learning Strategy

    ★ Tap all your senses in studying.


    Link your lessons with what you
    see, hear, smell, taste or feel.

    Encoding ★ Structure study materials; organize


    (inputting information into long your notes.
    term memory LTM)
    ★ Avoid cramming.
    Rehearsal
    Principle Learning Strategy

    ★ Review.

    ★ Do practice exercises.

    Rehearsal ★ Assess yourself by answering guide


    (repeating information questions.
    verbatim, either
    mentally or aloud) ★ Peer tutorials. Teach each other.
    Repetition

    ● Properly spaced repetition


    will increase the amount of
    information.

    ● Tip: Do repetition when you


    feel the information is
    slipping away.
    Priming
    Principle Learning Strategy

    ★ Relate lessons to your personal experiences.

    ★ Relate new information to concepts that you


    already know.

    ★ Construct images related to the lesson.


    Priming
    (making meaningful ★ Use graphs, pictures, flowcharts, diagrams,
    connections of ideas; etc.
    linking new concepts
    with existing ones) ★ Use memory enhancers (e.g. Mnemonics,
    Acronyms; codes; songs; etc.)
    Visualization
    Visualization
    Visualization
    Mnemonics
    SPECIAL COFI OA PALAGI
    Mnemonics
    Mnemonics
    BLEPT Actual Item:

    In taxonomy, how many levels of classification are there?


    a. 5
    b. 6
    c. 7
    d. 8
    Mnemonics
    BLEPT Actual Item:

    In taxonomy, how many levels of classification are there?


    a. 5
    b. 6
    c. 7
    d. 8
    Mnemonics
    Mnemonics
    Mnemonics
    Mnemonics
    BLEPT Actual Item:

    What is the mass number of an atom of Berkelium that has 97


    protons, 97 electrons and 150 neutrons?
    A. 53
    B. 194
    C. 97
    D. 247
    Mnemonics
    BLEPT Actual Item:

    What is the mass number of an atom of Berkelium that has 97


    protons, 97 electrons and 150 neutrons?
    A. 53
    B. 194
    C. 97
    D. 247
    Association

    Making sense of abstract and


    technical terms to make them
    easier to remember

    StalaCticte

    StalaGmite
    Association
    Clustering
    Principle Learning Strategy

    ★ Organize related information into groups;


    group similar concepts.

    ★ Use outlines; tables; bullets; arrange


    according to categories or hierarchy.
    Clustering
    (categorizing
    ★ Organize notes and study materials.
    information)
    Mindmapping
    Chunking
    Principle Learning Strategy

    ★ Categorize/group related
    information; organize your files
    into smaller manageable
    chunks.
    Chunking
    (organizing big information into ★ Use color coded markers for
    smaller related groups for better reading materials.
    memory retention)
    ★ Make tables, bulleted lists in
    organizing information.
    Complex Cognition
    Principle Learning Strategy

    ★ Identify how and when you learn best.

    ★ Reflect on your strengths and weaknesses


    in learning.

    Complex Cognition ★ Apply the learning style that works best


    (imaging, decision for you.
    making, metacognition,
    self -regulation, ★ Get motivated. Commit to finish the task.
    motivational strategies)
    Story Method
    Reflective Log
    THANK YOU!
    ronilo.antonio@bulsu.edu.ph
    Metacognitive-enhanced Review Program
    in BLEPT Survey: https://forms.gle/PLXD6G1oubpNqRFLA

    The main objective of the study is to investigate the effectiveness of the metacognitive-enhanced board
    Purpose licensure examination review program in improving pre-service teachers’ (PSTs) performance in Professional
    Education and metacognitive learning skills.

    Pre-implementation:
    ● PSTs will answer the following: 1) Pretest in Professional Education; 2) Metacognitive Awareness Inventory

    Implementation
    ● PSTs will actively participate in the review sessions, complete the necessary assessments (e.g. posttest)
    Procedures and accomplish mind maps or reflective logs after each session.

    Post-implementation
    ● PSTs will answer the following: 1) Posttest in Professional Education; 2) Metacognitive Awareness Inventory
    ● Some PSTs will be invited to answer structured interview questions.

    Participation in the study can facilitate and improve your performance in Professional Education and
    Potential Benefits
    metacognitive skills.

    Risks No risks identified in the study.


    The information that will be obtained in this study will be used for research purpose only. Strict
    Confidentiality confidentiality shall be observed. No individual or personal information will be identified in any of the
    publications and public dissemination activities.

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