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Reflection

This document discusses cognitive and metacognitive factors in learning. It explains that metacognition, which involves thinking about one's own thinking, appears to be one of the most powerful predictors of learning. Metacognitive strategies allow students to be aware of what they know and don't know and to effectively monitor and select mental processes. The document favors a metacognitive approach to teaching and assessment because it encourages shared planning among teachers, schools, and students and helps students learn how to learn.

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Liezel Lebarnes
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130 views1 page

Reflection

This document discusses cognitive and metacognitive factors in learning. It explains that metacognition, which involves thinking about one's own thinking, appears to be one of the most powerful predictors of learning. Metacognitive strategies allow students to be aware of what they know and don't know and to effectively monitor and select mental processes. The document favors a metacognitive approach to teaching and assessment because it encourages shared planning among teachers, schools, and students and helps students learn how to learn.

Uploaded by

Liezel Lebarnes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Student: Gezelle Mae B.

Virtudazo Facilitating Learning


Prof – Ed Block A Sir Bernardito Capagngan

COGNITIVE AND METACOGNITIVE FACTORS


Teachers constantly face the challenges of the most effective methods of instruction that

could enhance academic achievement and match the diversity among students. Cognitive and

Metacognitive factors in learning are closely related in terms of them both involving cognition (the

mental action or process of acquiring knowledge) and skills but Metacognition appears to be one

of the most powerful pre dictors of learning. It is thinking about thinking, knowing “what we know”

and what we don’t know.” In other words, the higher the strategy for selecting and monitoring

mental functions and operations, the more it facilitates creative and critical thinking. A teacher will

develop the following skills with metacognitive approach: 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 and planning an approach to a learning task

that is likely to be successful. The strategies for developing metacognitive behavior includes

talking about thinking, keeping a thinking journal, planning and self-regulation, developing the

thinking process, self-evaluation.

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.

Whereas, metacognitive strategies are not situation-specific but involve generic skills and

universal application yet more sophisticated form of thinking and problem-solving. I favor the

metacognitive approach in learning, teaching and assessment as it encourages an environment

that planning is shared among teachers, school and students. Teachers assist the students in

becoming aware of their own thinking to help them “learn how to learn.”

I will end my reflection with a quote from Martin Luther King, Jr. “ The function of education

is to teach one to think intensively and to think critically. Intelligence plus character - that is the

goal of true education.”

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