LIM EMILIO BSED II-B Metacognition is defined as "cognition about cognition", or "knowing about knowing.

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a set of activities that help people control their learning. 3. Metacognitive experiences are those experiences that have something to do with the current, on-going cognitive endeavor. Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature. Metacognition includes at least three different types of metacognitive awareness when considering
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It can take

many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving.
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There are generally two

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components of metacognition: knowledge about cognition, and regulation of cognition.

Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition.
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Differences in metacognitive

processing across cultures have not been widely studied, but could provide better outcomes in crosscultural learning between teachers and students.

metacognitive knowledge:

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1. Declarative Knowledge: refers to Some evolutionary psychologists hypothesize that metacognition is used as a survival tool, which would make metacognition the same across cultures.
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knowledge about oneself as a learner and about what factors can influence one's performance.
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Declarative knowledge can

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Writings on metacognition can be traced

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also be referred to as "world knowledge". 2. Procedural Knowledge: refers to

back at least as far as De Anima and the Parva Naturalia of the Greek philosopher Aristotle. Definitions J. H. Flavell first used the word "metacognition". describes it in these words: Metacognition refers to ones knowledge concerning one's own cognitive processes and products or anything related to them, e.g., the learning-relevant properties of information or data. For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; [or] if it strikes me that I should double check C before accepting it as fact. Components Metacognition is classified into three components: 1. Metacognitive knowledge (also called metacognitive awareness) is what individuals know about themselves and others as cognitive processors. 2. Metacognitive regulation is the regulation of cognition and learning experiences through
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knowledge about doing things. This type of knowledge is displayed as heuristics and strategies. He
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A high degree of procedural

knowledge can allow individuals to perform tasks more automatically. This is achieved through a large variety of strategies that can accessed more efficiently.
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3. Conditional knowledge: refers to knowing when and why to use declarative and procedural knowledge.
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It allows students

to allocate their resources when using strategies. This in turn allows the strategies to become more effective.
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Similar to metacognitive knowledge, metacognitive regulation or "regulation of cognition" contains three skills that are essential.
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1. Planning: refers to the appropriate selection of strategies and the correct allocation of resources that affect task performance. 2. Monitoring: refers to one's awareness of comprehension and task performance

3. Evaluating: refers to appraising the final product of a task and the efficiency at which the task was performed. This can include reevaluating strategies that were used. Similarly, maintaining motivation to see a task to completion is also a metacognitive skill. The ability to become aware of distracting stimuli both internal and external and sustain effort over time also involves metacognitive or executive functions. The theory that metacognition has a critical role to play in successful learning means it is important that it be demonstrated by both students and teachers. Metacognition refers to learners' automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes.2 Metacognitive skills are important not only in school, but throughout life. For example, Mumford (1986) says that it is essential that an effective manager be a person who has learned to learn. He describes this person as one who knows the stages in the process of learning and understands his or her own preferred approaches to it - a person who can identify and overcome blocks to learning and can bring learning from off-the-job learning to on-the-job situations. As you read this section, do not worry about distinguishing between metacognitive skills and some of the other terms in this chapter. Metacognition overlaps heavily with some of these other terms. The terminology simply supplies an additional useful way to look at thought processes. Metacognition is a relatively new field, and theorists have not yet settled on conventional terminology. However, most metacognitive research falls within the following categories: 3.

Learners with poor metacomprehension skills often finish reading passages without even knowing that they have not understood them. On the other hand, learners who are more adept at metacomprehension will check for confusion or inconsistency, and undertake a corrective strategy, such as rereading, relating different parts of the passage to one another, looking for topic sentences or summary paragraphs, or relating the current information to prior knowledge. (See Harris et al., 1988; - add more) Self-Regulation. This term refers to the learners' ability to make adjustments in their own learning processes in response to their perception of feedback regarding their current status of learning. The concept of self-regulation overlaps heavily with the preceding two terms; its focus is on the ability of the learners themselves to monitor their own learning (without external stimuli or persuasion) and to maintain the attitudes necessary to invoke and employ these strategies on their own. To learn most effectively, students should not only understand what strategies are available and the purposes these strategies will serve, but also become capable of adequately selecting, employing, monitoring, and evaluating their use of these strategies. (See Hallahan et al., 1979; Graham & Harris, 1992; Reid & Harris, 1989, 1993.)

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Metamemory. This refers to the learners' awareness of and knowledge about their own memory systems and strategies for using their memories effectively. Metamemory includes (a) awareness of different memory strategies, (b) knowledge of which strategy to use for a particular memory task, and (c) knowledge of how to use a given memory strategy most effectively. Metacomprehension. This term refers to the learners' ability to monitor the degree to which they understand information being communicated to them, to recognize failures to comprehend, and to employ repair strategies when failures are identified.

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Lalawiganin Bahay (tagalog) Bale (kapangpangan) Walay (maguindanaw)

ditse (ate) sangko (kuya) pasanin (problema) bilot (Batangas, tuta) tubal (Batangas, labahing damit) uragon (Bicol, maraming ibig sabihin nito) ambot (Bisaya, ewan) kaon (Bisaya, kain) balay (Ilocano, bahay) biag (Ilocano, buhay)
Baboy (tagalog) Vavi (ibanag) Babi (kapampangan) Surigao language kuding-(pusa) idu - aso kuman-( karon, ngayon) silum-(ugma, bukas)

paniwala abiso sabaw takdang aralin gabi kabayo labada bakasyon

* KOLOKYAL * 1. Mayroon- meron 2. Dalawa- dalwa 3. Diyan- dyan 4. Kwarta-pera 5. Na saan- nasan 6. Paano- pano 7. Saakin-sakin 8. Kailan-kelan 9. Ganoon-ganun 10.Puwede-pede 11.Kamusta-musta 12.At saka- tsaka 13.Kuwarto- kwarto 14.Pahingi- penge 15.Naroon- naron
Di pormal

Balbal YOSI ,astig lespugasmati,tsekot ,gasmati,goli,tsimay ,adidas,sikyo kosa, Pampanitikan ^^ 1.pusong may sugat 2.mga piping hinaing 3.matinding dagok ng kasawian 4.pumapailanlang sa katahimikan ng musika dilag, talastasan...i guess that what i can answer as of now/ 5. kahati sa buhay 6. bunga ng pag-ibig 7. pusod ng pagmamahalan 8. kabiyak 9. kabiyak ng aking buhay 10. umaalab n damdamin

4. trobol chika bosing 5. ka-kosa idispatsa kasi lungga trobol chika bosing ka-kosa idispatsa kasi lungga 6. pormal 7. magandang umaga po.

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