Republic of the Philippines

LAPU-LAPU CITY COLLEGE

Carajay, Gun-ob, Lapu-Lapu City

College of Education

Leader: Buno, Dollymie

Members:
Alogbate, Vanessa
Beton, Rose Ann
Daita, Crystal Blench
Igot, Joan Marie
Inoc, Claudia
Tagsip, Hannah Kaye
Ymbong, Meryn

Yr. & Section: BEED 3A

Date of Submission: October 15, 2021
Subject: English 1 – Teaching English in the
Elementary Grades (Language Arts)
Activity: 1 – 3rd Quarter
 Strategies under Metacognitive Strategies

A. Think aloud
B. Purpose: It helps students learn to monitor their thinking as they read and
improves their comprehension. It teaches students to re-read a sentence,
read ahead to clarify, and/or look for context clues to make sense of what
they read.

C. Description: Think-aloud have been described as "eavesdropping on

someone's thinking." With this strategy, teachers verbalize aloud while
reading a selection orally. Their verbalizations include describing things
they're doing as they read to monitor their comprehension. The purpose of
the think-aloud strategy is to model for students how skilled readers construct
meaning from a text.

D. Procedures:
1. Begin by modeling this strategy. Model your thinking as you read. Do
this at points in the text that may be confusing for students (new
vocabulary, unusual sentence construction).
2. Introduce the assigned text and discuss the purpose of the Think-
Aloud strategy. Develop the set of questions to support thinking aloud
(see examples below).
a. What do I know about this topic?
b. What do I think I will learn about this topic?
c. Do I understand what I just read?
d. Do I have a clear picture in my head about this information?
e. What more can I do to understand this?
f. What were the most important points in this reading?
g. What new information did I learn?
h. How does it fit in with what I already know?
3. Give students opportunities to practice the technique, and offer
structured feedback to students.
4. Read the selected passage aloud as the students read the same text
silently. At certain points stop and " think="" aloud"="" the="" answers=""
to="" some="" of="" pre-selected="" questions.
5. Demonstrate how good readers monitor their understanding by
rereading a sentence, reading ahead to clarify, and/or looking for
context clues. Students then learn to offer answers to the questions as
the teacher leads the think-aloud.
A. Use writing
B. Purpose: It help students activate their prior knowledge; practice and apply
new strategies for the writing and research process; reflect on their strengths
and challenges during major assignments; and articulate the differences
between genres, disciplines, and courses.

C. Description: Writing can help you organize your thoughts and assess what
you know. Just like thinking aloud, writing can help you identify what you do
and don’t know, and how you are thinking about the concepts that you’re
learning. Write out what you know and what questions you have about the
learning objectives for each topic you are learning.

D. Procedures: We also might like to know why we have to do something a

certain way, where we can go for help and what happens if something
goes wrong. Where necessary, make sure your procedures deal with
technical issues as well as subjective elements. It's also important that your
procedures have the right level of detail. Here are some questions to
consider:
1. Write actions out in the order in which they happen. Start with the first
action, and end with the last action.
2. Be specific enough to communicate clearly.
3. Use lists and bullets.
4. Explain your assumptions, and make sure your assumptions are valid.
5. Write at an appropriate reading level.

A. Self-Questioning
B. Purpose:

C. Description: 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.

D. Procedures: Take the time to be introspective and honest with yourself

about your comprehension. Below are some suggestions for metacognitive
questions you can ask yourself.
1. Does this answer make sense given the information provided?
2. What strategy did I use to solve this problem that was helpful?
3. How does this information conflict with my prior understanding?
4. How does this information relate to what we learned last week?
5. What questions will I ask myself next time I’m working these types
of problems?
6. What is confusing about this topic?
7. What are the relationships between these two concepts?
8. What conclusions can I make?

Try brainstorming some of your own questions as well.

A. Organize your thoughts
B. Purpose: It helps with organizing your ideas and avoiding mental block. You
will also become more positive, able to absorb information better, and
finally, achieve your goals.

C. Description: Using concept maps or graphic organizers is another great way

to visualize material and see the connections between the various concepts
you are learning. Creating your concept map from memory is also a great
study strategy because it is a form of self-testing.

D. Procedures: Graphic organizers, also sometimes called cognitive tools, help

us to consciously improve our thinking processes. They assist us in:
1. Creating connections between things we know.
2. Thinking more deeply about something.
3. Visualizing processes and procedures.

A. Review your exams

B. Purpose: It helps to clarify questions about the materials/notes, make
students feel more confident about possible exam material, and provide a
valuable metacognitive opportunity to examine what they know and do
not know.

C. Description: Reviewing an exam that you’ve recently taken is a great time

to use metacognition. Look at what you knew and what you missed. Try
using this handout to analyze your preparation for the exam and track the
items you missed, along with the reasons that you missed them. Then take
the time to fill in the areas you still have gaps and make a plan for how you
might change your preparation next time.

D. Procedures: To help sort out your time management, set up a timetable for
your study. Write down how many exams you have and the days on which
you have to sit them. Then organize your study accordingly. You may want
to give some exams more study time than others, so find a balance that
you feel comfortable with.
1. Give yourself enough time to study.
2. Organize your study space
3. Practice on old exams
4. Explain and study your answers to others.
5. Take regular breaks

A. Self-monitoring
B. Purpose: To help with all kinds of activities, from frying an egg to solving a
math problem. Kids with weak self-monitoring skills can benefit from using
checklists and other supports for learning.
C. Description: Self-monitoring is a skill used to keep track of your own actions
and performance. People use self-monitoring to help with all kinds of
activities, from frying an egg to solving a math problem. Kids with weak self-
monitoring skills can benefit from using checklists and other supports for
learning.

D. Procedures: Checking one’s performance; often involves a checklist. A

regulation checklist can either be task based or generalized. A task based
regulation checklist is usually created before a task begins.
It will:
1. List the thought processes required to succeed in the task.
2. List the observable outcomes of higher order thinking linked to the
task.
3. List the checkpoints during the task where people should pause to
reflect on their thinking.

A. Self-explanation
B. Purpose: It helps the learner integrate new knowledge with existing
knowledge, and can allow the learner to update and refine existing mental
models. Self-explanation has been shown to improve the acquisition of
problem-solving skills when studying worked-out examples.
C. Description: Self-explanation in writing or speaking can help learners
improve their comprehension of a difficult subject. Self-explanation can be
a potent learning strategy, and you can use it to your advantage in
studying by explaining new material to yourself or to someone else.

D. Procedures:
1. Elaborate and establish new connections among ideas.
2. Identify gaps in your understanding so you can fill in missing
information.
3. Explain your ideas to a neighboring student in class and listen
carefully to how others explain the same ideas.
4. Pause and self-explain when you don’t understand what you are
reading.
5. Talk it through out loud and write out the main points and how you
would present them.

A. Provide Opportunities for Making Errors

B. Purpose: to know what works and what don’t work from each error we
come across. Without mistakes, we lose countless opportunities to gain
valuable knowledge and learn lessons.

C. Description: We can gain so much knowledge from our mistakes, and all it
takes is the willingness to learn from them. We get to know what works
and what doesn’t from each error we come across. Without mistakes, we
lose countless opportunities to gain valuable knowledge and learn
lessons.
D. Procedures: 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.

1. Opportunities for learning

2. A time when our brains grow
3. Help them to understand that it's okay to make mistakes because
we can learn something new
4. Can make all the difference to continues to put in effort
5. They never give up, not settle themselves as less

A. Solve Problems with a Team

B. Purpose: It helps your team to understand what they need to do, how
they need to interact with each other, what tools and resources they
have at their disposal and when to seek escalation and outside
involvement. Processes make teams stronger.

C. Description: Cooperative problem solving can enhance metacognitive

strategies by discussing possible approaches with team members and
learning from each other.

D. Procedures:

1. Define the Problem. Provide history relevant to the problem.

2. Determine Causes. Look for the cause of the gap between the
present (what's now) and the desired (future) state or resolution.
3. Develop Alternative Approaches. Brainstorm.
4. Assess the Consequences.
5. Develop Action Plans.

A. Reading Comprehension
B. Purpose: Comprehension adds meaning to what is read. Reading
comprehension occurs when words on a page are not just mere words
but thoughts and ideas. Comprehension makes reading enjoyable, fun,
and informative. It is needed to succeed in school, work, and life in
general

C. Description: Comprehending reading involves students actively engaging

with a text and accurately deciphering the layers of meaning. It is very
important for students to develop solid reading comprehension skills
because statistics show that people who have low reading
comprehension ability suffer in academic, professional, and personal
pursuits.
D. Procedures:
1. Understand your task
2. Look over your text
3. Read to understand the topic
4. Read for main ideas and details
5. Retell the main ideas and details

A. Explicit teaching
B. Purpose: Explicit teaching aims to move beyond rote learning and to
attempt to sequence learning for students. Explicit teaching is a useful
teaching strategy for making sure all students are clear about the criteria.
Part of the process is setting the scene for each lesson or session,
recapping previously taught information and stating aims and objectives
moving forward.

C. Description: Explicit teaching involves directing student attention toward

specific learning in a highly structured environment. It is teaching that is
focused on producing specific learning outcomes. Topics and contents
are broken down into small parts and taught individually. It involves
explanation, demonstration and practice.

D. Procedures: With a focus on activating prior knowledge, introducing new

knowledge and skills, modeling the application of knowledge and skills,
and providing ample opportunity for independent practice and
reflection.
1. Identify a clear, specific objective.
2. Break the information into chunks.
3. Model with clear explanations.
4. Verbalize the thinking process.
5. Provide opportunities to practice.
6. Give feedback.

A. Developing rubrics (and wherever possible co-designing them

with students)
B. Purpose: To review the development of rubrics for the purpose of
assessment. To share an example of how a rubric can be developed for
use in assessment and to encouraged use of this method as a form of
direct assessment of student learning.

C. Description: Assist students with the monitoring of learning and the setting
of individual learning goals that are specific, measurable, achievable,
realistic and timely (SMART).
D. Procedures:
1. Start with a complete draft
2. Start with a partial draft
3. Try a progressive model
4. Start with learning outcomes
5. Build the rubric as instruction progresses

A. Promote Autonomous Learning

B. Purpose: By letting the students to make choice, the teacher trained the
students to develop their autonomy in learning. They made the choice
and be responsible toward the choice they made.

C. Description: Autonomous learning is a concept in which the learner has

the ability to take charge of their own learning. When learners have some
domain knowledge, encourage participation in challenging learning
experiences. They will then be forced to construct their own
metacognitive strategies.

D. Procedures:
1. Set a learning path
2. Self-assess progress
3. Give learners options
4. Use learner-generated content
5. Take responsibility for learning
References:

https://www.readingrockets.org/strategies/think_alouds

https://helpfulprofessor.com/metacognitive-strategies/

https://www.clickvieweducation.com/teaching-strategies/explicit-teaching/

https://takinglearningseriously.com/wp-content/uploads/2019/12/Self-
Explaining-Tip-Sheet.pdf

https://l.messenger.com/l.php?u=https%3A%2F%2Fslideplayer.com%2Fslide%2F4
510376%2F&h=AT3lsAVfOCF7ak8hIS9y-nByRM-_snse9IUKjerZn-YYeiyuNCZ1fBZ-Ae-
GDt7OzOHxk2L7wR1NHJwK2UjBCzFdzMLLNYYY0G37NHeAFnwZUUZlytLCJgsDWK
MwdwCoOmlD

https://steemit.com/steemiteducation/@mistamistong/the-challenges-faced-
by-teachers-in-promoting-autonomous-learning-models-2017919t215353735z

https://www.cambridge.org/elt/blog/2020/10/22/promoting-learner-autonomy-
choice-voice/

https://slideplayer.com/slide/4510376/

https://odi.org/en/insights/monitoring-and-evaluation-five-reality-checks-for-
adaptive-management/