PRO.

ED 6- FACILITATING LEARNER CENTERED TEACHING

Jessa B. Araojo III-C

METACOGNITIVE OBSERVATION

1. Interview 3 different children: one age 4-6, one age 7-9, one age 10 or older.

Jhomely Faith Balbido - 6 years old and a Grade 1 student

Base on the words that I gave she remembered 3 out of 10. In order for her to be good at
remembering she needs to focus when someone is teaching her. As a 6 year old child she's not
good at remembering.

Lace Kyrie Ecal - 9 years old and a Grade 4 student

Base on the words that I gave she remembered 7 out of 10. In order for her to be good at
remembering she needs to focus when someone is teaching her. As a 9 year old child she was
good at remembering.

Bryan Jay S. Araojo - 15 years old and a Grade 9 student

Base on the words that I gave he remembered 10 out of 10. He was good in listening and
rembering.

EXTEND BY REFLECTING

1. How accurate were the children in predicting how well they would remember the word
list? How well did they remember the list ? were they able to tell you what they did to
remember the words after repeating the list? were there any differences in age in terms of
how accurate their prediction of their lists were?

Based on my observations, there are differences in how they respond based on their ages;
they may answer my question and recall the words readily, but there is a gap in accuracy in
remembering it. Jhomely Faith Balbido a 6 year old child and a Grade 1 pupil was not
accurate in remembering. She needed an assistance especially in order to remember things.
She couldn’t even knew what those words I’ve wrote. I will first introduced those words
before she can tell. Lace Kyrie Ecal a 9 year old child and a Grade 4 pupil was good in
remembering on what I've read. Bryan Jay S. Araojo 15 year old and a Grade 9 students he
was accurate in reading and quick on remembering the words. And he was able to provide
the list completely with no hesitations. There was a big differences among these 3 children
 because as what I observed especially in predicting those words, a 15 year old child were able
to predict rather than a 9year old, and a 6 year old child who was not very accurate in
remembering.

2.) How well did the children do in retelling the story? Did the children tend to tell the story
in the “correct” order or in the order you told it ? were there age differences in how they
responded here ?

In a 17 years old child, he can retell the story what I've read. He was good in listening and
remembering because he gave me the correct order of the story. And in an 9 year old child,
she can retell also the story what I’ve read. Also, she was good in listening because she can
gave the correct order on what was happening in the story. While in a 6 year old child she
needed also on translating the story before she can thoroughly understood. And I will tend to
repeat it on reading before she got the correct order in retelling the story.

3.) Consider the older children’s responses to the questions about memory and reading.
Given their responses, how well do schools seem to support children developing
metacognitive strategies for memory and reading? Did the children have a sense of which
they learn best? Do they seem to think that teachers help them with this? How effective do
schools seem to be in creating/supporting an appreciation of reading in children? Do the
children seem to see teachers being helpful in these areas?

To help with the development of a child's memory and reading skills. In order to catch the
children's attention, the school will have to use metacognitive methods such as providing
visual and colorful pictures and charts. Because most children employ this method in order to
increase their attention and participation in what they have learned. Teachers must put up
greater effort in order for a child to learn the lesson properly. Because children learn in
different ways, they tend to learn by reading, learning by seeing, and learning by doing what
the teachers tell them to do.