ANGELO R.

ORIBIA

Grade and Section: BSED English 2

Date: September 28, 2020
Phone: 09210399197
E-mail: oribia0013@gmail.com

FACILITATING LEARNING: ASSESSMENT

1. Do a reflection essay on your knowledge and experience past and present on

metacognition.

A spectator of our own thoughts and beings that are capable of initiating,
manipulating, and developing the inner capability of our conscious intellect. This is the
ability that distinguishes us Homo sapiens from other known species – our capability of
metacognition

But such potential of metacognition can only be completely realized through education.
As someone who traversed through the design of the curricula, the current educational
assessment are driven to adopt to the learner centered approach with the view that learners
would emerge empowered, capable of autonomous, lifelong learning skills. Which means
metacognitive skill is being seen as increasingly useful in our academic endeavors.

The application of active control over the cognitive functions enables us, students, to
revisit initial thought process and is a beneficial learning strategies. Metacognition aids us
on making good decisions, understands the underlying ideas, gain quality-control,
perceive solutions and reasoning, evaluate the efficiency and errors of their own
[Pi
performing academic tasks. ck
Self- regulated learning can also be achieve with metacognitive skill. To be able to th
plan and control the time and effort used on tasks, and create and structure favorable
e
D
learning environments, and direct their mental process towards the achievement of
at
e]
EDUC 2- FACILITATING LEARNER CENTERED TEACHING

personal goals is a construct for students participating in a web-based learning environment /

online education.

2. Read a research paper on metacognition and connect it with what you have learned
from this module. Use the tabular form for easy reading reflecting the basic parts of a
research.

Research Title:

Increasing Teachers’ Metacognition Develops Students’ Higher Learning during

Content Area Literacy Instruction: Findings from the Read-Write Cycle Project

Author/s:

 Margaret Sauceda
 Curwen Roxanne
 Greitz Miller
 Kimberly A. White-Smith; Chapman University
 Robert C. Calfee; University of California, Riverside

Date Published: Fall 2010

URL: https://www.google.com/url?
sa=t&source=web&rct=j&url=https://files.eric.ed.gov/fulltext/EJ902679.pdf&ved=2ahUKEwiXztbD_
JrsAhUPc3AKHehIBcYQFjABegQIAxAB&usg=AOvVaw2JQ-KgWudpgr10cawKLSi4

RESEARCH CONTENT MY LEARNINGS FROM THE MODULE

PARTS IN CONNECTION TO THE RESEARCH
PAPER ON METACOGNITION.

Teaching and learning, emphasizing The module begins by asking a query

PROBLEM to the future educators as to how will
metacognition in instruction, using
they incorporate metacognitive skills
multiple strategies for reading on further developing and cultivating
a learner’s comprehension as a means
comprehension, and the role of the
EDUC 2- FACILITATING LEARNER CENTERED TEACHING

teachers as co-learners in the of instructions and what effects does

these result to both parties.
process.
The Read-Write Cycle Project is This module is set to measure the
grounded in the conceptual level of comprehension and growth of
framework of design experiment a student to determine whether there
theory (Collins, 1992) and is an occurrence of a higher learning
METHODOLOGY
incorporates formative evaluation, during content area literacy
the study of the growth of student instruction as a byproduct of
skills and knowledge over time, executing metacognitive activities.
observations of teachers and The success rate is determined with
students on a frequent and the student development and whether
recurring basis, and negotiation of it could create a positive
curriculum and instruction decisions reinforcement on their understanding
that reflect the differences among in the long run.
schools, teachers, students, and
classroom environment.
Teacher reports are based on the Both research implies that with the
level of classroom academic enforcement of metacognition to the
discourse, increased frequency of curriculum result for an individual to:
FINDINGS
students’ connection from one 1) being able to manage the
content area to another, and vitality intellectual resources well: 2) improve
of learner engagement. Excerpted basic perceptual-motor skills; 3) takes
transcript samples that typify each more pride in their efforts; 4)
of the three major themes, (1) development of content knowledge,
evidence of metacognition and/or and memory processes; 5) manifest
reflection; (2) creation/exploration purposeful and voluntary strategies
of content domains; and, (3) intended to achieve a desired
integrated literacy and content outcome; and 6) self-knowledge
instruction. about one’s own social and individual
morale.
 EDUC 2- FACILITATING LEARNER CENTERED TEACHING

By engaging in reflective practices The implementation of a learner-

themselves, teachers revised and centered approach is a direct
adjusted their teaching and noted outcome of how modern educators’
how students were taking greater tries to adjust the curricula to be
ownership over their learning. better suited for future learners to
Students were now expecting their further evolve. These includes the
learning to continue outside the notion of which are in this module
boundaries of the pages of the like: 1) encouraging students to
classroom textbooks. Through the participate in an educational tasks
sustained professional development and activities; 2) helping broadening
CONCLUSION that provided opportunities for the objectives are provided by the
teachers to connect with their own teacher at the same time, students
established knowledge, as well as are encourage to create additional
for them to become knowledgeable objectives; 3) keeping track of the
in content material through students growth and if they are able
additional resources, and the to acquire the knowledge set on the
flexibility and adaptability of the learner’s guide ;and 4) a better
RWC model, teachers created construct of a proper learning
constructivist and collaborative atmosphere to cultivate the
instruction to scaffold students into interaction and support students need
“professional thinkers” (Block & on doing their tasks and carted to be
Duffy, 2008) capable of taking on problem-centered and student –
challenging learning situations inside driven environment.
and outside the walls of the
classroom..
The results of this project Learners and educators are able to
demonstrate the potential value of gain and develop a beneficial
these strategies for increasing outcome. The advancement and the
student reading and writing level of comprehension among
achievement, and thus providing a scholars becomes evident and shifted
EDUC 2- FACILITATING LEARNER CENTERED TEACHING

doubled benefit – students who not from acquiring discrete items of

only perform better on small and content information or reading short
large scale assessments, but also passages to having a deeper
those who can think more deeply understanding of the content domain.
and genuinely about themselves, Teachers, on the other hand, can
the content, and the process of activate prior background knowledge
learning. While it provides the by having students actively reflect,
teachers with strong experiences share with others, and write from
with collaborative, reflective, and their knowledge and experience as it
metacognitive strategies and applies to the topic to be studied.
instruction, and to demonstrate
success in these techniques that
often represent deviation from
today’s standardized, scripted, and
paced instructional practices