Metacognition: Novice / Expert Learners

METACOGNITI
METACOGNITION
NOVICE / EXPERT LEARNERS
AN ACTIVITY:
What you just did while answering the

questionnaire and analyzing your
scores is an exercise in
“METACOGNITION”
 If you teach a person what to
learn, you are preparing that
person for the past.
 If you teach a person how to
learn, you are preparing that
person for the future”
 Cyril Houle
 The most important goal of education is
to teach students how to learn on their
own.
 It is vital that students acquire the skills
of how to learn; and that these skills
enable them to learn not just while they
are in school but for a lifetime.
 This entails a deeper awareness of how
one process information, the ability to
evaluate his own thinking and to think of
ways to make his own learning process
more effective.
 All these involve metacognition.
 So what do you mean about
METACOGNITION?
 (If you are experiencing difficulty)
JOHN FLAVELL
 The term “Metacognition” was coined by

John Flavell.
 Metacognition consists of both:
 a.Metacognitive knowledge
 b.Metacognitive experiences or
regulation
 METACOGNITION, simply means
 “THINKING ABOUT THINGKING”
 “LEARNING HOW TO LEARN”
 It refers to higher order thinking which

involves active awareness and control
over the cognitive process engaged in
learning.
 Metacognitive knowledge refers to
acquired knowledge about cognitive
processes, knowledge that can be used
to control cognitive processes.
3 Categories of Metacognitive
Knowledge
 Person Variables – this includes how one

views himself as a learner and thinker.
 Knowledge of a person variables refers to
knowledge about how human beings learn
and process information, as well as individual
knowledge of one’s own learning processes.
 Task Variables – knowledge of task variables
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.
 Strategy Variables – knowledge of
strategy variables involves awareness
of the strategy you are using to learn a
topic and evaluating whether this
strategy is effective.
 Terms like meta-attention and
metamemory are related to strategy
variables.
 Meta-attention – is the awareness of
specific strategies so that you can keep
your attention focused on the topic or
task at hand.
 Metamemory – is your awareness of
memory strategies that work best for
you.
Practice of Metacognition
(Omrod)
 Knowing the limits of one’s own learning and
memory capacities.
 Knowing which learning strategies are
effective and which are not
 Planning an approach to a learning task that
is likely to be successful
 Using effective learning strategies to process
and learn new material
 Monitoring one’s own knowledge and
comprehension
 Using effective strategies for retrieval of
previously stored information.
 Knowledge is said to be metacognitive if it is
keenly used in a purposeful manner to ensure
that goal is met.
Example:
I know that I (person variable) have more
difficulty with my science assignments
than language arts and find sibika easier
(task variable), so I will do my homework
in science first, then language arts, then
sibika, (strategy variable)
 If the students oversee hiw own learning
no metacognition has been applied
METACOGNITION AND
DEVELOPMENT
 Fang and Cox showed that metacognition
awareness was evident in preschoolers and in
students as young as eight years old.
 Children already may have the capacity to be
more aware and reflective of their own learning.
 The challenge is to integrate more activities that
would build the students’ capacity to reflect on
their own characteristics as learners, the tasks
they are to do and the strategies that they can
use to learn.
Some examples of teaching strategies
to develop metacognition:
 Have students monitor their own learning

and thinking.
 Have students learn study strategies.
 Have students make predictions about
information to be presented next based
on what they have read.
 Have students relate ideas to existing
knowledge structures.
 Have students develop questions; ask
questions of themselves, about what’s going
on around them.
 Help students to know when to ask for help.
 Show students how to transfer knowledge,
attitudes, values, skills to other situations or
tasks.
NOVICE AND EXPERT
LEARNERS
 Expertlearners employed
metacognitive strategies in learning.
 They were more aware of their learning
process as they read, studied and did
problem solving.
 They monitored their learning and
consequently adjusted their strategies
to make learning more effective.
Differences between Novice
and Expert Learners
ASPECTS OF NOVICE LEARNERS EXPERT LEARNERS

LEARNING
Knowledge in different Have limited knowledge Have deeper
subject areas in the different subject knowledge in different
areas subject areas because
they look for
interrelationships in the
things they learn
Problem solving Satisfied at just First try to understand
scratching the surface; the problem, look for
hurriedly gives a boundaries, and create
solution to the problem a mental picture of
theproblem.
Differences between Novice
and Expert Learners
ASPECTS OF NOVICE LEARNERS EXPERT LEARNERS
LEARNING
Learning/thinking Employ rigid strategies Design new strategies
strategies that may not be that would be appropriate
appropriate to the task at to the task at and
hand
Selectivity in Processing Attempt to process all •Select important

information they receive information to process;
able to breakdown
information to
manageable chunks
Production of output Do not examine the •Check their errors and

quality of their work, nor redirect their efforts to
stop to make revisions maintain quality output
MARAMING SALAMAT!!!

Metacognition: Novice / Expert Learners

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METACOGNITI

What you just did while answering the

 The term “Metacognition” was coined by

 It refers to higher order thinking which

 Person Variables – this includes how one

 Have students monitor their own learning

ASPECTS OF NOVICE LEARNERS EXPERT LEARNERS

Selectivity in Processing Attempt to process all •Select important

Production of output Do not examine the •Check their errors and

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