Knowing about Knowing, a Good Start!


(…on Metacognition)

Once upon a time, “metacognition” was an alien term for me. After taking up the course on Theories of Learning, “metacognition” has become one of my favorite concepts.

Why not? It helped me survive my UPOU classes!  It helped me manage my own learning by knowing what I know and knowing how I know.

Without looking at my notes, I now know its meaning by heart: metacognition refers to knowing about knowing. Metacognition helped me become a more disciplined and a better self-regulated learner.

Encountering “metacognition” is such agood start. Let me share with you my past reflection on metacognition (with some revisions)….

Metacognition : knowing about knowing;  

one’s awareness of one’s own learning or thinking processes (Merriam Webster).

Where and how am I in my learning? Am I truly learning what I’m supposed to learn? To be aware of my own thinking processes (whether it’s shallow or deep, or whether it’s truly working or not), and to apply metacognitive strategies will bring me to my goal: to truly learn and pass this course.I wish I heard about metacognition during the early years of my student life.  I love the video clips.  I’ll definitely share them with my children and students.  Metacognition will surely help us become successful learners.

Sure, I’ll apply Dr. Stephen Chew’s tips on how to deep process the learning materials.  To remind me and to share with you, guys, here’s his list:

  • Elaboration: making meaningful associations/connections. How does a concept relate to other concepts?
  • Distinctiveness: distinguishing the concept. How is the concept different from other concepts? (key difference vs. related concepts)
  • Personal Experience: relating the concept with personal experience(s)
  • Appropriate Retrieval and Application: recalling the concept and applying it in practical real life situations.  How am I expected to use or apply the concept?

I think it will not be a problem for me to apply the above techniques, combined with self-regulation skills, to optimize my learning.  My only problem is time. When you’re a hands-on mom with three growing kids, raising a family, managing a business, a teacher, a student, among the many other roles you need to fulfill, managing time is a big challenge.  Too many things to do, too little time.  That is why I am guilty of multi-tasking.  I think I’m quite good at it, not because it’s my choice but because I need to.  I always find myself juggling with tasks, cramming, and trying to accomplish so many things at a time.


My three resolutions for this course:

  • Manage my time better!  Set self-deadlines ahead of the actual deadlines.
  • Minimize multi-tasking and try to set a special time for EDS 113!
  • Enjoy the journey of learning!


Merriam Webster Inc. (2015). Merriam webster online dictionary. Retrieved from on May , 2015

Samford University (2011). How to get the most out of studying (video clips). Retrieved from on May, 2015

Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In University of Nebraska-Lincoln, Cognitive strategy instruction (p. 1).  Retrieved from on May, 2015