MODULE 1

METACOGNITION
A. INTRODUCTORY PART
1. Module Format
Take the Challenge contains the objectives of the module
Introduction gives an overview or a brief background of
the module
Advance Organizer helps the learner create a mental map
of the main concepts in the module
Activity is considered as the first phase of the lesson that
engages the learners in an activity either as an individual
or as a group.
Analysis is the second phase of the lesson where learners
are helped to look back to the activity , think and analyze
what happened, what they saw, did, heard, and felt.
Abstraction/Generalization is the third phase of the lesson
where learners are helped to arrive at generalization.
Application is the fourth phase of the lesson where
transfer of learning occurs. What has been learned is
applied in another relevant issues.
Synapse Strengtheners serves an evaluation function.
Learners cannot do what are asked unless they have
mastered concepts and principles.
5-Minute Non-stop Writing culminates the lesson with a
reflection activity where the learners jot down what they
learned by sentence completion
B. MODULE 1 (METACOGNITION)
I.

II.
III.
IV.
V.
VI.

TAKE

THE CHALLENGE
Explain metacognition
Determine if you are a novice or expert learner
Apply metacognitive strategies in ones quest for
learning
Introduction
Metacognition is thinking about thinking or learning
how to learn
Advance Organizer (Diagrammatic Representation)
Activity (photocopy)
Scoring procedures
Analysis (photocopy)
Abstraction /Generalization

Metacognition consists of both metacognitive

knowledge and metacognitive experiences or
regulation .It refers to higher order thinking which
involves active awareness and control over the
cognitive processes engaged in learning(John Flavell,
1987)
Metacognitive
knowledge
refers
to
acquired
knowledge about cognitive processes. Categories
include:
a. Person Variable refers to knowledge about how human beings
learn and process information.
b. Task Variable knowing what exactly needs to be accomplished.
c. Strategy Variable involves awareness of the strategy one is
using to learn a topic and evaluating whether or not this strategy
is effective.
If you teach a person what to learn, you are preparing
him for the past. If you teach a person how to learn,
you are preparing him for the future (Cyril Houle)
Huitt believes that metacognition includes the ability
to ask and
answer the following questions:
What do I know about this subject, topic, and issue?
Do I know what do I need to know?
Do I know where I can go to get some information?
How much time will I need to learn this?
What are some strategies and tactics that I can use
to learn this?
Did I understand what I just heard, read, and saw?
How will I know if I am learning at an appropriate
rate?
How can I spot an error if I make one?
How should I revise my plan if it is not working to my
expectations?
Metacognition and Development
Metacognitive awareness is evident in preschoolers
and in students.
The challenge to future teachers is to integrate more
activities that would build students capacities to
reflect on their own characteristics as learners.
Strategies to Develop Metacognition
1. Have students monitor their own learning and thinking
2. Have students learn study strategies
3. Have students develop questions
4. Help students to know when to ask for help.

5. Show students how to transfer knowledge, attitudes,

values, skills, to other situations os tasks.
Novice and Expert Learners (photocopy)
VII. Synapse and Strengtheners (photocopy)
VIII. 5 Minute NON-STOP WRITING (photocopy)