metacognitive and cognitive theories of learning

2. Most powerful predictors of learning
is “ thinking
about
thinking”,
“knowing
what we
know” and
“what we
don’t know”.
regulates
cognitive
activity but
at the same
time needs
cognitive
activity as
vehicle.
Metacognition
www.dailynews.com THE TEACHERS’ MAGAZINE -July 28, 2014

3. What is Metacognitive
Strategies?

4. Refers to the methods used to
help students understand the
way they learn; are processes
designed for students to “think”
about their “thinking”

5. Teachers who use metacognitive
strategies can positively impact
students who have learning disabilities
by helping them to develop an
APPROPRIATE plan for learning
information, which can be memorized
and can be an eventual routine...

6. The basic metacognitive strategies
Connecting new information to
former knowledge.
Planning, monitoring and evaluating
thinking processes
Selecting thinking strategies
deliberately

7. Before
beginning a
task
• Set goals; plan
the content
sequence
• Choose
strategies
While working
on a task
• Check the on
the task
• Check the
comprehension
• Check the
production
After completing
the task
• Assess how well
you have
accomplish the
task
• How well you
have used the
learning strategies
• Identify changes
to be make next
time
Process Flow
Plan/Organize Monitor Evaluate

9. “ A THINKING PERSON
IS IN CHARGE OF HER
BEHAVIOR”

10. •She determines
when it is necessary
to use
metacognitive
strategies.
•She selects
strategies to define
a problem situation
and researches
alternative
solutions
•She tailors this
research for
information to
constraints time
and energy.
•She monitors,
controls and
judges her
thinking.
Teachers Question and Answer Portion WORLD EXCLUSIVES
THE
Teachers’ Magazine
“ A THINKING PERSON IS IN CHARGE OF HER BEHAVIOR”

11. - Learning how to learn,
developing a repertoire of
thinking processes which
can be applied to solve
problems is the Major
Goal of Education

12. CONCEPT
OF
METACOGNITION

13.  The concept of Metacognition is viewed as the
glue that holds all the thought processes
and preferences together.
 It refers to the self-reflective process which
allows one to monitor one’s own problem-
solving skills and self- examine learning
preferences.
 Flavell and other researchers have divided it
into metacognitive skills and metacognitive
knowledge...

14.  It is this self-knowledge that is the Goal
of the Undergraduate Programs
everywhere since it implies not just the “
Learning of Things” but “ Learning how to
learn” which is essential to the goal of
“lifelong learning”