Module 1 Activity (Google Classroom)

Name: TANUDRA, JANBER ENGELL GABRIEL, G.

Course, Year & Section: BTLED IA II
Extend with Synapse Strengtheners
1. Surf the internet for additional readings on metacognition.
2. Make a collection of metacognitive strategies that can make learning more effective and
efficient.
3. Make a collection of teaching strategies that can develop metacognition in students.
Extend by Researching
Read a research or study related to metacognition. Fill-out the matrix below.
Output:
1. Surf the internet for additional readings on metacognition.
“Metacognition was originally referred to as the knowledge about and regulation of one’s
own cognitive activities in learning processes”(Flavell, 1979; Brown, 1978)
“Metacognition involves awareness of how they learn, an evaluation of their learning needs,
generating strategies to meet these needs and then implementing the strategies” (Hacker,
2009)
Metacognition is most commonly divided into two distinct, but interrelated areas. John
flavell, one of the first researchers in metacognition and memory, defined these two areas
as metacognitive knowledge- awareness of one’s thinking- and metacognitive regulation-
the ability to manage one’s own thinking processes. These two components are used
together to inform learning theory. Flavell (1979)
“The knowledge and control children have over their own thinking and learning activities”
(Cross & Paris, 1988, p. 131)
“Awareness of one’s own thinking, awareness of the content of one’s conceptions, an active
monitoring of one’s cognitive processes, an attempt to regulate one’s cognitive processes in
relationship to further learning, and an application of a set of heuristics as an effective
device for helping people organize their methods of attack on problems in general”
(Hennessey, 1999, p. 3)
“Awareness and management of one’s own thought” (Kuhn & Dean, 2004, p. 270)
 “The monitoring and control of thought” (Martinez, 2006, p. 696)
As Kuhn and Dean (2004) explain, metacognition is what enables a student who has been
taught a particular strategy in a particular problem context to retrieve and deploy that
strategy in a similar but new context. The authors note that in cognitive psychology,
metacognition is often defined as a form of executive control involving monitoring and self-
regulation, a point echoed by other researchers (McLeod, 1997; Schneider & Lockl, 2002)
Further, Schraw (1998) describes metacognition as a multidimensional set of general,
rather than domain-specific, skills. These skills are empirically distinct from general
intelligence, and may even help to compensate for deficits in general intelligence and/or
prior knowledge on a subject during problem solving.
2. Make a collection of metacognitive strategies that can make learning more effective and
efficient.
1. Self-Questioning
Self-questioning involves pausing throughout a task to consciously check your
own actions. Without self-questioning we may lack humility and awareness of
our own faults.
Most importantly, we would not be able to improve because we never took the
time to ask ourselves important questions like:
Is this the best way to carry out this task?
Did I miss something? Maybe I should check again.
Did I follow the right procedure there?
How could I do better next time?
Am I looking at this task the right way?
How can I do a better job at thinking about what I’m doing?
Good students question their actions both while they’re completing the
task and after finishing it
2. Meditation
Meditation involves clearing your mind. We could consider it to be a meta
cognitive strategy because meditators aim to:
Clear out the chatter that goes on in our heads.
Reach a calm and focused state that can prime us for learning.
 Be more aware of our own inner speech.
Meditation for children is becoming increasingly popular in schools
because educators can see the value of this task for helping students
achieve greater self-awareness in the classroom.
3. Reflection
Reflection involves pausing to think about a task. It is usually a cyclical process
where we reflect, think of ways to improve, try again then go back to reflection.
Reflection is metacognitive only if you consciously reflect on what your thought
processes were and how to improve upon them next time.
There are many models of reflection with varying steps. Most reflective cycles
have at least the following phases:
A task is planned.
You attempt the task.
You look at how you did the task.
You come up with things you did well and areas for improvement.
You plan the next task, with a focus on improving on your weaknesses.
You try again …
You reflect again …
And so on.
4. Awareness of Strengths and Weaknesses
Central to metacognition is a person’s capacity to see their own strengths and
weaknesses. Only through looking at yourself and making a genuine assessment
of your weaknesses can you achieve self-improvement.
One way to start looking at your strengths and weaknesses is to use a SWOT
chart.
A SWOT chart is a chart with four sections:
Strengths: write down what you perceive to be your strengths as a
learner.
Weaknesses: write down what you perceive to be your
weaknesses as a learner.
 Opportunities: identify opportunities you may have to improve
your cognitive skills in the coming weeks or months.
Threats: identify potential threats that may prevent you from
improving your cognitive skills in the coming weeks or months.
5. Awareness of Learning Styles
Learning styles theories such as Gardner’s Multiple Intelligences and Learning
Modalities theories argue that different people learn in different ways.
For example, you may feel you are better at learning through images than
reading.
Some common learning styles include:
Visual: A visual learner learns best through images, graphics, TV
documentaries and graphs. They are good at identifying patterns and
matching complementary colours.
Auditory: A visual learner learns best through listening rather
than watching or reading. They enjoy being read stories and listening to
podcasts.
Kinesthetic: A kinesthetic learner learns best through movement.
They like to learn by doing things rather than reading or listening. They
are active rather than passive learners.
Logical-Mathematical: People who are logical-mathematical
learners are good at using reasoning to find answers. They are good with
numbers but may struggle with subjective issues in the humanities.
Interpersonal: An Interpersonal learner loves learning through
social interaction. They’re good at group work, have high emotional
intelligence, and can compromise to get their job done.
Intrapersonal: An intrapersonal learner is someone who likes to
mull things over in their own heads. They’re happy to learn in silence and
isolation and may find working with others to be a distraction.
If you are aware of how you learn (i.e. the way your brain processes
information!) you may be able to use your strengths and work on your
weaknesses more efficiently.
6. Mnemonic Aids
Mnemonic aids are strategies you can use to improve your information
retention. They involve using rhymes, patterns and associations to remember.
They work by adding context (additional or surrounding information) to a fact to
help you to recall it.
My favorite example of using mnemonic aids is for remembering names.
You might remember a name in one of the following ways:
Rhyme: You meet a singer named Tom. You tell yourself “Tom would sing
a song before long.” Now, next time you meet Tom the singer, you might
be able to recall your rhyme to remember both his name and profession!
Association: I have a sister named Vanessa. I always remember people
named Vanessa because my head says “Oh, she has the same name as
my sister!” every time I meet a Vanessa.
7. Writing down your Working
Most people will recall in high school math classes their teacher saying: “I want
to see your working so I know how you got to your answer.”
This teacher is ensuring you are employing the right thinking processes and can
show others how you went about thinking about the task.
When you become expert at a topic you tend not to think about your thinking.
We sometimes call this “unconscious competence”, which is the fourth stage of
learning in the learner competence model.
8. Thinking Aloud
Lev Vygotsky (a central figure in the sociocultural theory of education) argues
beginner learners tend to think aloud before learning to think inside their head.
The benefit of sociocultural theory‘s strategy of thinking aloud is that it makes
you really think. You have to talk through what your brain is doing, making those
thinking processes explicit.
Teachers will often ask students to speak out loud about what they’re thinking. It
not only helps the student be more conscious of their cognitive processes, it also
helps the teacher identify areas where the student is going astray.
9. Graphic Organizers
Graphic organizers, also sometimes called cognitive tools, help us to consciously
improve our thinking processes. They assist us in:
Organizing our thoughts.
Creating connections between things we know.
Thinking more deeply about something.
Visualizing processes and procedures.
Examples of graphic organizers include:
Mind maps.
Flow charts.
Spider diagrams.
The ideal graphic organizer will allow us to spill our thinking out onto a sheet or
screen and shuffle and sort our thoughts to help us organize our minds better. By
using a graphic organizer, we are more effectively thinking about our thinking.
10. Regulation Checklists
A regulation checklist can either be task based or generalized.
A task based regulation checklist is usually created before a task begins. It will:
List the thought processes required to succeed in the task.
List the observable outcomes of higher order thinking linked to the task.
List the checkpoints during the task where people should pause to reflect on
their thinking.
A general regulation checklist provides regulation strategies that can be used
across any normal task, such as:
Reminders to pause and reflect-in-practice at regular intervals.
Prompts to remind students to think about what strategies they are using and
whether they are appropriate for the task.
Self-questioning prompts to remind students to question their choices.
Quick charts and questionnaires to help people focus on their developments
such as KWL charts.
11. Active Reading Strategies
Active reading strategies are strategies that ensure you are concentrating while
you read and actually comprehend the information.
Examples of active reading strategies include:
Underlining text: Underline key or important bits of information to
highlight their importance in your mind.
Using a ruler to read: place a ruler under the sentence you’re reading to
help you focus on that line.
Scan for the main ideas: In informational texts, you can scan for the
information you need. Pay close attention to subheadings that give you a
clue about where you will find the key information.
My favorite approach to active reading is the reciprocal teaching
approach. This approach emphasizes four more strategies:

Questioning: Ask yourself questions or ask your friends questions

to check comprehension.
Summarizing: Try to sum up the page you just read in one or two
sentences to check for comprehension before moving on.
Predicting: Try to predict how a story will go by looking at the
pictures on the cover.
Clarifying: Ask for clarification from friends or a teacher when you
don’t understand rather than just moving on.
12. Active Listening Strategies
Active listening strategies are strategies students use to ensure they are listening
attentively.
Some examples of active listening strategies include:
Turning your body to directly face the speaker.
Making eye contact.
Asking questions.
Nodding when appropriate.
Repeating what was said to you.
 Teachers can directly teach and model active listening strategies to help students
develop these metacognitive skills and internalize them for future use.
13. Planning Ahead
When we plan ahead, we often have to think about how we’ll go about a task.
We might call it our “plan of attack”.
Planning ahead involves thinking about what we’re going to do in order to
complete a task. During your planning phase, you might make decisions such as:
Deciding what strategies you’ll use when your task, competition or activity
begins.
Tossing up a range of different thinking skills you might use when approaching a
task.
Reminding yourself not to make the same mistakes you made last time.
Preparing some tools that will help you keep your thinking on track, such as
preparing graphic organizers.
Other STRATEGIES grouped according to its functionality
METACOGNITIVE Strategies
 Plan/ Organize
 Monitor/ Identify problems
 Evaluate
 Manage your own Learning
TASK BASED Strategies
Use what you know
 Use background knowledge
 Make inferences
 Make predictions
 Personalize
 Transfer / Use cognates
 Substitute /Paraphrase
Use your senses
 Use images
 Use sounds
 Use your kinesthetic sense
 Use your organizational skills
 Find / Apply patterns
 Classify / Sequence
 Take notes
 Use graphic organizers
 Summarize
 Use selective attention
Use variety of resources
 Access information sources
 Cooperate
 Talk yourself through it (Self-Talk)

3. Make a collection of teaching strategies that can develop metacognition in students.
Think Aloud
Great for reading comprehension and problem solving.
Think-alouds help students to consciously monitor and reflect upon what they
are learning. This strategy works well when teachers read a story or problem out
loud and periodically stop to verbalize their thoughts.
Checklist, Rubrics and Organizers
Great for solving word problems.
These organizational tools support students in the decision-making process
because they serve as an aid for planning and self-evaluation.
Explicit Teacher Modeling
Great for math instruction.
Explicit teacher modeling helps students understand what is expected of them
through a clear example/model of a skill or concept.
Reading Comprehension
Truly comprehending reading involves students actively engaging with a text and
accurately deciphering the layers of meaning.
Metacognitive Awareness Inventory
In 1994, Schraw and Dennison created the Metacognitive Awareness Inventory
(MAI) specifically for adult learners to bring awareness of metacognitive
 knowledge and metacognitive regulation (which they referred to “Knowledge of
Cognition Factor” and “Regulation of Cognition Factor” respectively).
Pre-assessment (Self-Assessment) of Content
A simple activity such as finding out what students already know about a topic
can help students begin to think about how learning works.
Self-Assessment of Self-Regulated Learning Skills
Students aren’t going to learn how to be good learners unless we engage them
in activities and discussions about how they perceive themselves as learners –
and to see what approaches are working and not working for their learning.
Concept Mapping and Visual Study Tools
Learning benefits can be derived from instructor-led or student-constructed
concept maps of the connections and key ideas from a course or class. It is best
that the instructor demonstrate how to design a concept map of a class or
course before students are asked to do the same.
Classroom Assessment Tools
There are many short activities you can do during class time that will help
promote metacognitive thinking in your students. Sometimes these little
activities are called “Classroom Assessment Tools – CATS” (term coined by
Angelo and Cross).
Metacognitive Note Taking Skills
Provide students with guidance and models for how to take good notes during a
class.
Reflective Writing
Reflective writing helps students make connections between what they are
learning in their homework/class content and with how they are integrating the
content into their current learning structures.
Wrappers
A quick and easy tool for monitoring and evaluating metacognitive activity.
A wrapper is an activity that surrounds pre-existing learning or assessment task
and fosters students’ metacognition.
Retrospective Post-Assessment
Near the end of a topic or end of the course, ask students to reflect
(retrospectively) as to what they thought about a topic or concept before the
course and what they think about it now.
Ask Questions.
During formal courses and in post-training activities, ask questions that allow
learners to reflect on their own learning processes and strategies.
Foster Self-reflection.
Emphasize the importance of personal reflection during and after learning
experiences. Encourage learners to critically analyze their own assumptions and
how this may have influenced their learning.
Encourage Self-questioning.
Foster independent learning by asking learners to generate their own questions
and answer them to enhance comprehension.
Teach Strategies Directly.
Teach appropriate metacognitive strategies as a part of a training course.
Promote Autonomous Learning.
When learners have some domain knowledge, encourage participation in
challenging learning experiences.
Self-explanation.
Self-explanation in writing or speaking can help learners improve their
comprehension of a difficult subject.
Provide Opportunities for Making Errors.
When learners are given the opportunity to make errors while in training, such
as during simulations, it stimulates reflection on the causes of their errors.
Explicit teaching, with a focus on activating prior knowledge, introducing new
knowledge and skills, modelling the application of knowledge and skills, and providing
ample opportunity for independent practice and reflection.
Supporting students to plan, monitor, and evaluate their work/learning. Explicitly
teaching level-appropriate skills and structuring work around these phases will help
students to gradually internalize these techniques and use them to take control of their
own learning.
 Developing rubrics (and wherever possible code designing them with students) to assist
students to monitor their own learning/work and set individual learning goals that are
specific, measurable, achievable, realistic and timely (SMART).
Modelling thinking by verbalizing the thought processes used to consider, analyze and
solve problems. This may be as simple as ‘thinking aloud’.
Questioning, by using questions to engage students, to monitor their progress and
stimulate their thinking, and also by valuing questions from students as a form of
feedback and an opportunity for clarification/extension of learning.
Extend by Researching
Read a research or study related to metacognition. Fill-out the matrix below.

Problem Research Methodology

The study tries to find out whether there
exists any significant difference between the
various sub samples Gender, Locality and Type
of Management of school based on their
metacognitive awareness. The investigators
use appropriate statistical techniques for the
data collection and analysis of the data.
To find out the metacognitive awareness of
secondary school students.
To find out whether there exists any
significant difference in the metacognitive
awareness of secondary school students based
on their locality.
To find out whether there exists any
significant difference in the metacognitive
awareness of secondary school students based
on their gender.
To find out whether there exists any
significant difference in the metacognitive
awareness of secondary school students based
on the type of management of the school.
The investigators visited the schools
mentioned in Table 1 and seeked the
permission of school authorities to conduct
the survey. The investigator selected standard
IX of secondary level for the present study.
Investigators selected 40 students each from
rural secondary schools which are aided also.
A total of 80 students fall under the category
Rural and Aided schools. Similarly the
investigators selected 50 students each from
government higher secondary schools which
were urban also. A total of 100 students fall
under this category. The investigators
distributed Meta cognitive awareness
Inventory among the selected sample of
students. They were given proper instructions
regarding how to fill the responses in the
inventory. The investigators had given
required time for students to record their
responses in the inventory. After
administration, the investigators collected the
response sheets from students. The
investigators valued the response sheets with
a five point scale. The scores obtained by each
student in the Metacognitive awareness
inventory were encoded and undergone
statistical calculations. Mean, standard
deviation, percentiles and test of significant
 A Study on the Metacognitive Awareness of Secondary School Students
Sajna Jaleel, Premachandran. P
difference between means were calculated.
Universal Journal of Educational Research 4(1): 165-172, 2016
http://www.hrpub.org DOI: 10.13189/ujer.2016.040121

Findings Conclusions and Recommendations

The secondary school students are identically Activities that encourage a reflective and
distributed among each group in the strategic stance towards learning should be
Metacognitive Awareness. embedded in the regular activities of a
classroom. Such reflective activities are an
There is no significant difference in the add-on, which takes away from the ongoing
metacognitive awareness of secondary school reflection, evaluation, and revision, and being
students based on their locale. strategic about work. When teachers make
aspects of learning and problem-solving
There is no significant difference in the visible, and help students identify their own
metacognitive awareness of secondary school strengths and strategies, they can have a
students based on their gender. lasting impact on how their students learn
once they leave their classrooms
There is no significant difference in the
metacognitive awareness of secondary school
students based on type of management of the
school.

Educational Implications

Metacognitive activities that ask students to

reflect on what they know, care about, and
are able to do not only help learners to
develop an awareness of themselves, but also
give valuable information for their instruction.

Teachers should know the individual

differences in the level of Meta cognitive
awareness in a class room and should be given
the teaching by taking into consideration their
individual differences so that by the effective
instruction in the class rooms, their
metacognitive ability may enhance well.

The study shows that Gender, Locality and

Type of Management do not influence the
Metacognitive ability of students. So whatever
needed are innovative teaching methods and
learning activities that arouse and develop the
Metacognitive level of students.

Metacognitive ability should be developed

among school students. Then only they can
reflect on their learning methods, their
performance in the class room activities and
improve their academic achievements
accordingly.

References:
(SOURCES: https://helpfulprofessor.com/metacognitive-strategies/)
(SOURCE : https://inclusiveschools.org/metacognitive-strategies/)
(SOURCE:https://ciel.viu.ca/teaching-learning-pedagogy/designing-your-course/how-learning-
works/ten-metacognitive-teaching-strategies)
(SOURCE : https://theelearningcoach.com/learning/metacognition-and-learning/)
(SOURCE: Education Endowment Foundation (2019) Metacognition And Self-Regulated
Learning, Guidance Report, p.24)