NAME: Macalintal Clarisse E.

DATE: 23/10/2021
COURSE/SECTION: BEED 2-D

CHAPTER 2
ACTIVITIES

CHAPTER 2 LESSON 10

Activity 1: Use the Frayer vocabulary definition model to explain the three
metacognitive knowledge (e.g. declarative knowledge as shown below.) With this as a
guide, Write down the explanation of your definition.

Definition:
It refers to facts or information
stored in the memory, that is
considered static in nature. It
also referred to as conceptual,
propositional or descriptive
knowledge, describes things,
events, or processes; their
attributes and their relation to
each other.
Characteristics:
 Explicit
 Knowing who, what, where,
when
 It is easily express through
form of words or symbols.
 Factual information
 It can be learned through
exposure, repetition and
commitment to memory

DECLARATIVE
KNOWLEDGE
Examples: Non-examples:

 Knowledge of terminology  Skills like motor skill and

or vocabulary cognitive skill
 Knowledge of specific  Problem-solving
 Collecting, arranging and
details
processing data
 Understanding
 Writing
conversation
 Learning rules
 Memorizing

Activity 2: Identify if the following thoughts are more declarative, procedural, or

conditional knowledge.
Declarative Knowledge 1. I know that the context of this problem is not suited to the
theory.
Procedural Knowledge 2. There are three ways to solve this problem.
Declarative Knowledge 3. This fact is essential to recall for the situation presented.
Declarative Knowledge 4. ROYGBIV makes it easy for me to remember the colors of
the rainbow.
Conditional Knowledge 5. This is an irregular verb, thus, adding- ed to the word to
make it past tense does not apply.
Activity 3
1. Why is metacognition important to a teacher and a learner?

Metacognition is important to a teacher and a learner because it allows both to

think, reflect and assess the task by means of thinking first then expressing and
analyzing thoughts individually. If a student develop it at an early age, it will not be
hard for them to develop it on the latter years of their studies. Simply, we can help a
learner to build their confidence and say out loud their ideas and knowledge.
Meanwhile, metacognition are important to teachers because it will help on their
teaching habits or techniques when they are tackling a lessons. It will be easier for
them to explain their lessons once they fully develop their metacognitive skills.

2. Is prior knowledge essential in developing metacognitive knowledge? Justify.

Yes, prior knowledge is really essential in developing metacognitive skills

because it helps us to build our own ideas by having a thought about a topic. When
someone have an initial idea about a topic, it can regulate one’s learning because
they know something about it and it can expand our knowledge through
understanding the topic in a deep way. By having a prior knowledge, we can prevent
bias, judgement or misconception which is a gateway to improve our metacognitive
skills and further apply what we learn in discussions or group works.

Activity 4: Considering your subject of specialization, choose one competency

related to a topic from a textbook used in a particular grade level., then identify the
metacognitive knowledge necessary for you to include in teaching the desired
competency. Use the matrix below as a guide.

Competency: Ability to describe changes that accompany puberty

Ability to compare modes of reproduction among plant and animal
groups
Ability to apply modes of puberty in real life situations
Subject Matter: Reproductive System (Grade 5 Life Science)

Metacognitive Knowledge Specific Skills to develop in the lesson

Declarative Knowledge
Definition of terms, familiarization of the
terms used in Reproductive system such  Organization
as gamete, ovary and follicle. Questions  Memorization
regarding the different body organs in  Familiarization
reproductive system. Familiarizing  Independence
glossary and its definition.
Procedural Knowledge
Understanding the process taking place
in the reproductive system.  Problem solving
Understanding how body works and how  Decision making
to take care our reproductive system
Conditional Knowledge
Applying our knowledge about how to
take care our reproductive system by  Critical Thinking
starting within ourselves  Creative Thinking
Discuss the ways on how to accompany  Collaboration
puberty and deal with it
CHAPTER 2 LESSON 2

Activity 1: Classify the following questions/ statements if the learner is engaged in

planning, monitoring, or evaluating phases of metacognitive regulation and control.

Planning 1. Is this strategy leading me to the correct answer?

Evaluating 2. My answer does not meet the standards in this scoring rubric.
Planning 3. What strategy is best for this type of problem?
Planning 4. What does this task expect me to produce?
Monitoring 5. The teacher is nodding as I speak. I am right in organizing my answer.

Activity 2

1. What is the importance of metacognitive experiences and metamemory in

metacognition and control?

When a student are aware of what they are doing and they tend to evaluate and
self-reflect about their lessons, it can be a great help in their process of developing
metacognitive skills. Metamemory is one aspect of student’s way to reflect on and
monitor her memory. It is very important on self-regulation of students because they
are able to do a task out of reflecting and solving problems. For example, when
reading stories, they don’t settle for a one time reading instead they are reading it
repeatedly so that they will understand the lessons. It can improve their metacognitive
experiences which can increase their feelings of knowing something. It will lead to
their confidence and self-trust that they truly understand the lessons. These are some
of the reason why metacognitive experiences and metamemory can lead to a
successful learning of students.

2. How is your awareness of how you study and learn significant to thinking
metacognitively?

My awareness about thinking metacognitively starts when I am learning new

lessons and beginning to study it deeply. I thought that the significant aspects of
learning is through understanding well the topic and participating in discussions. But,
it isn’t new that metacognitive skills really develop our thinking skills and helps us to
become a good learner by knowing our priority and taking necessary steps out of
sharpening our memory. There is a role in our learning process that we might not
understand because we are lack of metacognitive skills and it leads to doubting our
initial knowledge and therefore it becomes a mistake if we not correct it immediately.
So to fix this, we must admit that we know or doesn’t know it because the idea of
learning is when we start learning things we really don’t know. Then to achieve our
goals we need to focus on learning to gain prior knowledge which can improve our
metacognitive skills.
CHAPTER 2 LESSON 3

Activity 1:

Identify the metacognitive teaching strategy used based on the description given.

1. Mrs. Cruz asks her Mathematics learners, “Give me one significant learning you
derived from this lesson.” Checklist, Rubrics and Organizers

2. Mr. Ravena groups his learners into two, with each member inquiring how the
other has arrived at the measures to combat air pollution. Think Aloud

3. At the beginning of the Social Studies class, Miss Agulay uses a matrix to elicit a
learner's prior knowledge about the topic for discussion. Explicit Teacher Modeling

4. Miss Tomas assigned the EPP learners to reflect on the leanings in class, and
what these meant to them as members of the family. Reading Comprehension

5. To process their thinking, Mr. Paraiso asks learners who failed to get the answer
correctly to identify the reason how and why they went wrong. Think Aloud

ACTIVITY 2:

1. Why should any instructional plan abide with the three fundamental principles for
metacognitive skills development?

It is important to apply in our instructional plans or lesson plans the skills that can
help students to improve their metacognitive ability because it will surely help them for
the future. Since metacognitive skills are helpful for the future of students when they
apply to a job or go to college, they will further develop it when they start acquiring
these skills at an early age. Additionally, students will be well-aware on the path they
will be taking once they master the art of thinking and gestures.

2. As a future educator, how can you handle novice and expert learners in the
classroom so that they both develop metacognitive skills?

With the level of the interest of learning , there comes many differences among
students on how they understand lessons. There are students who are eager to learn
but they lack of knowledge about the subject that’s why they are called novice
learners. On the other hand, expert learners have high intellectual ability to regulate
their knowledge and store it for a long time. It is said that developing learning events
are not applicable for both learners if we use the same strategies. It can lead to
learning crisis since it will be depressing for both learners if they have different
approach on learning.

As a future educator, I should need to think a plan on how both learners will learn
and recognize them base on the level of their understanding. So, it would be helpful if
expert learners takes time to share their knowledge to novice learners as well as
requiring both of them to have realization about the lesson. Involved them in a one on
one discussions or allow them to be a part of the discussion so they can both develop
metacognitive skills. Promote a good camaraderie between learners and progress will
come up next. By assessing both learners capabilities, we can apply different learning
style for each students which can establish their confidence in learning areas they are
not good at. Finally, helping and assisting one another is a great way on strengthening
one’s ability to learn.

Activity 3:

Make a graphic organizer about Lesson 2 of this course with a sample rubric

PLAN AND SET

GOALS

Task Constraints
Knowing one’s Strengths
and Weaknesses
Beliefs about learning
Motivation

APPLY
EVALUATE AND
STRATEGIES AND
ADAPT
MONITOR
 Sample Rubric:

Criteria Points
4 3 2 1
Explanation A complete Good solid Explanation is Misses key
response with response with unclear. points.
a detailed clear
explanation. explanation.
Demonstrated Shows Shows Response Response
Knowledge complete substantial shows some shows a lack
understanding understanding understanding of
of the of the of the understanding
questions, problem, problem. for the
mathematical ideas, and problem.
ideas and processes.
processes.
Requirements Goes beyond Meet the Hardly meets Does not meet
the requirements the the
requirements of the requirements requirements
of the problem. problem. of the of the problem.
problem.
Total