COGNITIVE AND META-COGNITIVE

FACTORS IN LEARNING

Prepared by: Ma. Jhennie mae C. Balaba

ENERGIZER:

WHAT: JUMBLED LETTERS RELATED TO

THE TOPIC
• Group yourself into 2 groups.
• I’ll show you some jumbled words and try to
answer it as quick as possible.
1. EIVCGNOTI
COGNITIVE
2. IISCEPCF
SPECIFIC
3. RLENAIGN
LEARNING
4. IATENTONT
ATTENTION
5. AOIEICGNMTV
5. METACOGNITIVE
6. EMMRYO
MEMORY
7. ENATSSNIO
SENSATION
8. NGKTNHII
THINKING
9. GTTOUHH
THOUGHT
10. EEEIINNLLTGC
INTELLIGENCE
WHAT IS COGNITIVE?
involving conscious intellectual activity
such as; Critical Thinking, Reasoning
and Remembering
WHAT IS
METACOGNITIVE?
The term comes from the root word “Meta” which
means “beyond” and the word Cognitive which
means “To Think” in short to THINK BEYOND.
COGNITIVE AND META-COGNITIVE FACTORS
IN LEARNING

1. NATURE OF THE LEARNING PROCESS Learning

means change in behavior or behavior potential that
occurs as a result of experience.

VICARIOUS AND INDIRECT

EXPERIENCES
NATURE OF LEARNING

1. LEARNING IS UNIVERSAL
2. LEARNING IS THROUGH EXPERIENCE
3. LEARNING IS FROM ALL SIDES
4. LEARNING IS CONTINUOUS
5. IT RESULTS IN CHANGE BEHAVIOR
6. LEARNING IS AN ADJUSTMENT
7. IT COMES ABOUT AS A RESULT OF PRACTICE
8. LEARNING IS A RELATIVELY PERMANENT
CHANGE
9. LEARNING AS GROWTH AND DEVELOPMENT
10.LEARNING IS NOT DIRECTLY OBSERVABLE
2. GOALS OF THE LEARNING PROCESS

The successful learner, overtime with support and

instructional guidance, can create meaningful,
coherent representations of knowledge.

Goal Oriented.

Japanese word “KAI” which means “CHANGE” or “TO

CORRECT” and “ZEN” which means “GOOD”
3. CONSTRUCTION OF KNOWLEDGE

The successful learner can link new information

with existing knowledge in meaningful ways.

4 activities require learner to

generate new ideas;

1. INTERPRETATION
2. ANALYSIS
3. SYNTHESIS
4. EVALUATION
4. STRATEGIC THINKING
The successful learner can create and use a
repertoire of thinking and reasoning strategies
to achieve complex learning goals.
5. THINKING ABOUT THINKING

A simplified definition of metacognition.

to be effective learners, students must not only use their

memory and the language skills they have internalized,
they must also develop their own way of learning.

Learn to Learn.
6. CONTEXT OF LEARNING

Learning is influenced by environmental factors, culture,

technology and instructional practices.
COGNITIVE PROCESS:
BLOOM’S TAXONOMY
Bloom’s Taxonomy was developed by
educational theorist Benjamin Bloom in
the 1950s. The taxonomy, or levels of
learning, identify different domains of
learning including: cognitive
(knowledge), affective (attitudes), and
psychomotor (skills).
COGNITIVE PROCESS

 Sensation and Perception

 Attention
 Memory
SENSATION AND PERCEPTION

are caused by different stimuli in our environment.

The stimuli first reach our senses and allow us to
filter information from the outside world. Once we
receive this information, perception takes over and
we start interpreting these stimuli.
ATTENTION
• Life has many stimuli happening at the same time, however,
we are capable of centering our attention on the stimuli that
interest us.
• is the cognitive process that makes it possible to position
ourselves towards relevant stimuli and consequently respond
to it

Types of Attention

Sustained attention
Selective attention
Alternating attention
Divided attention
MEMORY

Cognitive processes such as memory are essential for

daily life. Memory, as a cognitive process, includes
encoding, storage, and retrieval.
TYPES OF MEMORY
• Sensory Memory - is the shortest-term
element of memory. It is the ability to retain
impressions of sensory information after the
original stimuli have ended.
TYPES OF SENSORY MEMORY

1. ICONIC MEMORY
2. ECHOIC MEMORY
3. HAPTIC MEMORY
• Short-Term Memory - Short-term memory is
also known as working memory. It holds only a
few items and only lasts for about 20 seconds.

• Long-Term Memory - are all the memories

we hold for periods of time longer than a few
seconds.
The role of prior knowledge in learning

 Prior knowledge affects how the learner

perceives new information.
 Prior knowledge affects how a student
organizes new information
 Prior knowledge how easily students make
connections for new information
 끝

들어 주셔서 감사합니다 