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METACOGNITIVE STRATEGIES
ALLOWS THE LEARNER TO

PLANNING PREVIEW INITIAL IDEAS OF HOW
TO ACCOMPLISH THE LEARNING
TASKS.
LEARNERS WILL MONITOR

THE PROGRESS OF THEIR
LEARNING AND CHECK THE MONITORING
LANGUAGE COMPREHENSION
AND PRODUCTION.
LEARNER WILL EVALUATE
OR JUDGE ON HOW WILL
EVALUATING ONE HAS ACCOMPLISHED A
LEARNING TASKS.
TEACHING STRATEGIES TO DEVELOP

METACOGNITION
RECITE
TUNE IN
LISTEN TQLR PQ4R READ
PREVIEW
REMEMBER
REVIEW
QUESTION
QUESTION
REFLECT
METACOGNITION
Metacognition plays an important role of learning creatively and effectively.
It is called “thinking about thinking”. It means that learners should think
strategically to create and learn more in the process. Today, learners should
possessed with different skills or knowledge to become effective in learning.
Metacognition is a way to identify different techniques and strategies by thinking
one’s own thoughts.
Metacognition consists of three phases: planning, monitoring and

evaluating. These phases contribute to the learners effectivity. Each of these
phase can be modelled by the teachers. It can be done through asking different
series of questions such as brainstorming and asking analysis of the learners
through inductive approach. Teachers will used these phases in their day to day
class to monitor the learning of each learners and indicate the result of effective
learning. During the planning phase, the teacher must plan before starting the
class, considering the past lessons and how the goal can be achieved. The aim
here is to increase awareness of different strategies and to help students choose
a strategy and draw on prior work. During the monitoring stage, teachers must
monitor the learning process of students in order for both the teachers and
students aware of what are the things that needs improvement. This could help to
encourage students that strategy is important to become effective. During the
evaluation stage, this is the time to determine if the objectives is set and attained
and identify what would be better next time.
In order to apply metacognition effectively , the teacher must set various of

examples during the learning process. You must develop the awareness, knowing
strategies and choosing skills of each students. These can help the students
develop their metacognitive skills. What seems to be important is that
metacognitive strategies are taught explicitly and effectively.
DEVELOPMENTAL THEORY
ELIOT TURIEL DOMAIN THEORY
CAROL GILLIGAN’S THEORY OF

MORAL DEVELOPMENT
COMPARATIVE ANALYSIS ON DOMAIN
AND KOHLBERG’S THEORY
Moral Development Theory has been developed by two psychologists who

made a great contribution in terms of cognitive development. The theory of Lawrence
Kohlberg who understand that morality starts from the early childhood years and can be
affected by several factors. Kohlberg is focusing the stages of cognitive development
constructed by Jean Piaget and leads him to construct his own theory of cognitive
development which is ‘Justice’. He identified the three distinct levels of moral
reasoning: pre-conventional, conventional, and post conventional. Each of the levels
has two sub-stages. Kohlberg focuses his study by looking for answer of how children
develop from birth and he continued his research to span an entire lifetime.Kohlbergs
believe that the liberalistic concept of justice represents a higher conceptualization of
justice in the same sense in which a higher developmental stage in morality represents
a higher understanding of justice.Kohlberg does not take seriously the possibility that
human morality and its development could consist of more than mere cognitive moral
reasoning. We cannot say that kohlberg’s moral theory is a total failure and that all his
empirical findings are good for nothing.Kohlbergs has a permanent place in the history
of ethics, psychology and education. Carol Gilligan is a friend and a colleague of
Kohlberg who familiarize his research method and moral thinking. She claim that female
psychology and values including how women come to define morality differ from those
of men. She developed a relational theory and known as an “ethics of care”. She also
contended on the other hand that because girls understand and define themeselves
more in terms of their relationships and responsibilities to others. Women also tend to
prioritize emphathy over logic in their decision making. Gilligans stages also state that to
achieve the highest level of moral development, a women realizes that her needs are
equal to others.
The care to justice theory has been known even today because the two
psychologists had a disagreement of their discoveries. Gilligans theory is the expansion
of kohlbergs theory with an inclusion of female experience. Both Kohlberg and Gilligan
has been modified their models to include both care and justice ethics.
A METACOGNITIVE PROCESS
APPLICATION
BEHAVIOR 1 2 3 4 5
1. I study even when there is no quiz/test. 
2. I enjoy working on homework. 
3. I look forward to school days. 
4. I read for learning, not only for grades. 
5. In every school task I do, I always do my best. 
6. I give/do more than what is required. 
7. I listen intently to my teacher’s lecture and 
instructions.
8. I participate actively in class. 
9. I like homework. 
10. When something is not clear,I ask questions to 
clarify.
11. I do not allow myself to be discourage by my 
classmates’ unfavorable remarks.
12. My teacher’s unfavorable remarks do not turn 
me off, rather they challenge me to do my best.
13. I believe that success can be reached by anyone 
who works hard.
14. I always feel excited about learning. 
15. I submit course requirements not only for the 
sake of compliance.
16. I study not only for grades but more for learning. 
17. I believe that nothing is difficult if we spend 
hours learning it.
18. I believe that how much from class depends 
ultimately on me.
19. I believe I can cope up with my teacher’s 
expectations.
20. I am always eager to learn new things. 
21. I am very much interested to improve myself. 
22. I read outside my assignments and lessons 
because it helps me improve myself.
23. I love to be in the company of people who 
inspire me to keep on growing.
24. I avoid people who have no desire to improve 
themselves.
25. I see the relevance of my lessons to the 
realization of my dream in life.
26. I am willing to give up the satisfaction of an 
immediate goal for the sake of a more important
remote goal. E.g give up watching TV in order to
study.
TOTAL PER COLUMN 12 28 75
GRAND TOTAL =115
1. Go over the 26 items of the questionnaire checklist. Convert them into

indicators of poor/low motivation for contrast.
1. Never 0
2. Seldom 0
3. Sometimes 12
4. Often 28
5. Always 75
TOTAL 115
 The table checklist indicates the overall motivation. I answered all of it with
honesty and integrity.
2. Add to the list of 26 indicators of high motivation.

1. Cooperate – always cooperative and interested to performed in every tasks.
2. Finished the tasks on time – excel in class by always do tasks on time
effectively.
3. Participate actively – always do the tasks given and eager to learn new
things.
4. Always positive – never give up with challenges and think always positive.
5. Polite – maintain good relationships and always kind with each other.
3. Reflect on your learning experiences . can you recall some examples of
extrinsic and intrinsic motivation in your life as a student.
 My motivation as an individual comes from both intrinsic and extrinsic. I
wanted to pursue education because I want to teach children and impart
my knowledge to them. As a student, I enjoy learning new things and
create innovative ideas to perform an effective tasks. Learning is a
continuous process so I am eager to learn continually even I already
finished in college because learning makes myself grow and productive.
Having a degree in education is one of the most achievement happened in
my life because as a future teacher, my goal is to help those people who
wasn’t able to continue their studies. Way back when I was still in college
taking up Business Administration, I had a passion for business so I
decided to sell food business in our town and it really helps me to sustain
my financial needs in studies and I also helped my family in my own little
ways. Being an entrepreneur is not easy, it needs hardwork and
determination to succeed and especially you need to think outside the box
to create positive outcomes.
4. In what instances is extrinsic motivation necessary? Give examples.

 Completing college for a degree.
 Completing work for money.
 Doing schools activities for compliance.
 Doing tasks for rewards.
 Doing work for success and attention.
5. Critics argue that using rewards sends students the wrong message about
learning and they cite research suggesting that rewards actually decrease
interest in intrisically motivating tasks. Explain
 Rewards could turn the students participative and motivated.

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METACOGNITIVE STRATEGIES

ALLOWS THE LEARNER TO

LEARNERS WILL MONITOR

TEACHING STRATEGIES TO DEVELOP

LISTEN TQLR PQ4R READ

Metacognition consists of three phases: planning, monitoring and

In order to apply metacognition effectively , the teacher must set various of

ELIOT TURIEL DOMAIN THEORY

CAROL GILLIGAN’S THEORY OF

Moral Development Theory has been developed by two psychologists who

1. Go over the 26 items of the questionnaire checklist. Convert them into

2. Add to the list of 26 indicators of high motivation.

4. In what instances is extrinsic motivation necessary? Give examples.

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