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Cognitive and Metacognitive

The document discusses cognitive and metacognitive factors in learning. It explains that metacognition involves thinking about one's own thinking and knowing what you do and don't know. Some key metacognitive strategies discussed are connecting new information to prior knowledge, selecting thinking strategies deliberately, and planning, monitoring, and evaluating thinking processes. Developing metacognitive skills can improve learning outcomes, and teachers play an important role in modeling metacognitive behaviors and creating a metacognitive learning environment.

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Jomel Castro
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159 views

Cognitive and Metacognitive

The document discusses cognitive and metacognitive factors in learning. It explains that metacognition involves thinking about one's own thinking and knowing what you do and don't know. Some key metacognitive strategies discussed are connecting new information to prior knowledge, selecting thinking strategies deliberately, and planning, monitoring, and evaluating thinking processes. Developing metacognitive skills can improve learning outcomes, and teachers play an important role in modeling metacognitive behaviors and creating a metacognitive learning environment.

Uploaded by

Jomel Castro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Cognitive and metacognitive

1. COGNITIVE AND METACOGNITIVE FACTORS OF LEARNING

2. 1. NATURE OF THE LEARNING PROCESS The learning of complex subject matter is most effective
when it is an intentional process of constructing meaning from information and experience.

3. 2. GOALS OF THE LEARNING PROCESS The successful learner, overtime and with support and
instructional guidance, can create meaningful, coherent representation s of knowledge.

4. 3.CONSTRUCTION OF KNOWLEDGE The successful learner can link new information with existing
knowledge in meaningful ways.

5. 4. STRATEGIC THINGKING The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.

6. 5.THINKING ABOUT THINKING Higher strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.

7. 6. CONTEXT OF LEARNING Learning is influenced by environmental factors, culture, technology, and


instructional practice.

8. DEVELOPING METACOGNITION Metacognition appears to be one of the most powerful predictors of


learning. Metacognition is thinking about thinking, knowing “what we know” and “what we don’t
know”.

9. T H E B A S I C M E TA C O G N I T I V E S T R AT E G I E S A R E : 1. Connecting new information to


former knowledge. 2. Selecting thinking strategies deliberately. 3. Planning, monitoring, and evaluating
thinking processes. 4. A thinking person is in charge of her behavior.

10. M E TA C O G N I T I V E K N O W L E D G E AND SKILLS  Being aware of one’s own learning and


memory capabilities and of what learning tasks can realistically be accomplished.  Knowing which
learning strategies are effective and which are not.  Planning an approach to a learning task that is
likely to be successful.

11.  Using effective learning strategies.  Monitoring one’s present knowledge state.  Knowing
effective strategies for retrieval of previously stored information.

12. S T R AT E G I E S F O R D E V E L O P I N G M E TA C O G N I T I V E B E H AV I O R 1. Identifying “what


you know” and what “you don’t know. 2. Talking about thinking. 3. Keeping a thinking journal. 4.
Planning and self-regulation. 5. Debriefing the thinking process 6. Self-Evaluation.

13. DISTINCTION BETWEEN C O G N I T I V E A N D M E TA C O G N I T I V E L E A R N I N G S T R AT E G I E


S Cognitive and Metacognitive strategies and skills are closely related in terms of them both involving
cognition and skill but they are conceptually distinct in at least one major way. Weinstein and Meyer
state that a cognitive learning strategy is a plan for orchestrating cognitive resources, such as attention
and long term memory to help teach a learning goal. This indicate that there are several characteristics
of cognitive learning strategies, such as being goal-directed, intentionally, invoked, effortful, and are not
universally applicable, but situation specific.
14. metacognitive strategies appear to share most of this characteristic with the exemption of the last
one since they involve more universal application through focus upon planning for implementation,
monitoring, and evaluation. That is to say metacognitive strategies are not so situation specific but
involve generic skills essential for adult, more sophisticated forms of thinking and problem solving.

15. Establishing the metacognitive and environment A metacognitive environment encourage awareness
of thinking. Planning is shared among Teachers, School Library media specialist, and students. Various
thinking strategies are discussed while evaluation is on going. in the creation of a metacognitive
environment, Teachers monitor and apply their knowledge, deliberately modeling metacognitive
behavior to assist student in becoming aware of their own thinking. Metacognitive strategies are already
in the Teachers repertoires so they must be alert to this strategies and consciously model them for
students .

16. problem solving and research activities in all subjects provide opportunities for developing
metacognitive strategies. Teachers therefore need to focus attention on how task are accomplish.
Process goes, in addition content goes goals, must be established and evaluated with students so that
they can discover but understanding and transferring thinking process improve learning.

17. The role of metacognitive knowledge in learning, Teaching, and assessing metacognitive knowledge
can play an important role in student learning and by implication, in the way student are taught and
assessed in the classroom .

18. first, metacognitive knowledge of strategies and task as well as self knowledge is link to: • learn and
perform in the classroom • Student know about the different kinds of strategies for learning, thinking,
and problem solving. • different strategies or memory task (for ex. are more likely to use them to recall
relevant information.) • Knows the general strategies for thinking and problem solving (use in
confronting in classroom task. )Bransford et. Al, 199; Schneider & Pressley, 1997; Weinstein & Mayer,
1986

19. Related to transferring of knowledge … • Ability to use knowledge gained in the situation. • New
task required knowledge and skills that they have not yet learned. in this case they are likely too use
more general strategies to help the student think about or solve the problem.

20. In terms of implication for teaching, It is important that metacognitive knowledge is embedded
within the usual content driven lesson in the different subject areas.

21. In terms of implication for assessment, it is important to know how it is used by the students to
facilitate their own learning. In this sense, it is more likely that any assessment of metacognitive
knowledge by Teachers will be informal rather than formal.

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