Republic
of the Philippines
Commission on Higher Education
REGION X – NORTHERN MINDANAO
ROMAN C VILLALON MEMORIAL COLLEGES FOUNDATION INCORPORATED
EDUC-4: Facilitating Learner-Centered Teaching
A Report Presented to
The Roman C. Villalon Memorial Colleges Foundation Inc.
Department of Bachelor of Elemenentary Education
In Partial Fulfillment of the Requirement for the 1st Semester In
EDUC-4: Facilitating Learner-Centered Teaching
BEED-2 Section-1
Reporters:
Jenecell E. Mier
Mia Sacnahon
Baby Jean Caniban
Alprincess Anub
JULIET IGCALINOS
Instructor
Date: October 26, 2024
COGNITIVE AND METACOGNITIVE FACTORS OF LEARNING
Learning Outcomes
• Explain and differentiate cognitive and metacognitive factors in learning.
• Recognize the role of cognitive and metacognitive factors in learner-
centered teaching
What is Cognition?
• It refers to the mental processes involved in gaining knowledge and
comprehension.
• These processes include thinking, knowing, remembering, judging and
problem-solving.
•These are higher-level functions of the brain and encompass language,
imagination, perception, and planning.
What is Metacognition?
• It comes from the root word “meta” meaning beyond.
• It refers to a higher order thinking which involves active control over a
cognitive process engaged in learning.
• It is an appreciation of what one already knows.
• Thinking about thinking, knowing “what we know” and “what we don’t
know
• It refers to the learner’s understanding and control of their cognitive
processes.
Introduction:
Cognitive and metacognitive factors play a crucial role in the learning
process. They involve the understanding of how individuals process
information, set goals for learning, construct knowledge, develop strategies
for learning, reflect on their own thinking processes, and consider the
context in which learning takes place. This comprehensive report will explore
each of these factors in detail and discuss their implications for learning.
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. These cognitive processes help individuals encode, store, and
retrieve information during the learning process. Understanding the nature of
the learning process can help educators design effective instructional
strategies that cater to the learning needs of students.
2. Goals of the learning process:
Setting goals for learning is essential for motivation and achievement. Goals
can be either mastery-oriented (focused on mastering a task or skill) or
performance-oriented (focused on achieving a specific outcome). Mastery-
oriented goals are associated with deeper learning and higher achievement,
as they foster a focus on learning and improvement rather than on simply
obtaining a high grade. Educators can help students set meaningful and
achievable goals to enhance their learning experience.
3. Construction of knowledge:
Knowledge construction refers to the process of actively constructing new
knowledge by connecting new information to existing knowledge. This
process involves making sense of new information, organizing it, and
integrating it with prior knowledge. By encouraging students to engage in
activities that promote active learning, critical thinking, and problem-solving,
educators can facilitate the construction of knowledge and enhance
students’ understanding.
4. Strategic thinking:
The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals. By teaching students
how to use these strategies, educators can help them become more efficient
learners and independent thinkers. Strategic thinking also involves the ability
to adapt one’s learning strategies based on the task at hand, which is crucial
for successful learning.
5. Thinking about thinking:
Metacognition involves thinking about one’s own thinking processes,
including awareness of one’s own cognitive abilities, strategies, and
limitations. Metacognitive skills are important for self-regulated learning, as
they enable individuals to monitor and control their learning processes. By
promoting metacognitive awareness in students, educators can empower
them to take control of their own learning and become more effective
learners.
6. Context of learning:
The learning context plays a significant role in shaping students’ learning
experiences. Contextual factors such as the learning environment, social
interactions, and cultural influences can impact the way students perceive
and engage in learning. Understanding the context of learning is essential for
creating a supportive and inclusive learning environment that fosters student
engagement and success.
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”.
THE BASIC METACOGNITIVE STRATEGIES ARE:
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.
METACOGNITIVE KNOWLEDGE 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.
Using effective learning strategies.
Monitoring one’s present knowledge state.
Knowing effective strategies for retrieval of previously stored information.
STRATEGIES FOR DEVELOPING METACOGNITIVE BEHAVIOR:
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.
DISTINCTION BETWEEN COGNITIVE AND METACOGNITIVE LEARNING
STRATEGIES
Cognitive learning strategies refer to the specific techniques and methods
that individuals use to acquire new knowledge, understand information, and
solve problems. These strategies involve activities such as organization,
visualization, critical thinking, and rehearsal. Cognitive learning strategies
are focused on the actual process of learning and retaining information.
On the other hand, metacognitive learning strategies are higher-order
thinking processes that individuals use to monitor and regulate their
cognitive processes. Metacognitive strategies involve activities such as
setting goals, monitoring one’s understanding, evaluating one’s progress,
and adjusting strategies as needed. These strategies help individuals
become more aware of their own learning processes and make conscious
decisions about how to approach learning tasks effectively.
Conclusion:
Cognitive and metacognitive factors are essential components of the
learning process. By understanding the nature of learning, setting
meaningful goals, promoting knowledge construction, fostering strategic
thinking, developing metacognitive skills, and considering the learning
context, educators can create a conducive environment for student learning
and success. By incorporating these factors into educational practices,
educators can empower students to become lifelong learners who are able to
effectively navigate the complexities of the learning process.
