Feb Mohametano

BEED-1
PED-12-Unit-5
MODULE 2 Finals Coverage
Unit 5 Cognitive and Metacognitive Factors in Learning

Pretest
A. Direction: This quiz tests your prior knowledge on metacognition. Select the best
answer.

D 1. What is an example of metacognition?

a. Someone figuring out what their learning style is
b. Someone remembers how to do their homework
c. Planning how to get the most out of learning
d. Self-assessment

D 2. All of the following could be considered teaching metacognitive strategies

except:
a. Having students write down the steps to solving a math problem.
b. Asking students to edit each other's papers and then revise their own
before turning them in.
c. Assigning a daily journal for students to reflect about the day's learning.
d. Giving students a certain number of points for their performance in class
that day.

B 3. The goal of teaching metacognitive strategies is to ___________.

a. To have all students solve problems the same way.
b. Create independent, empowered thinkers who have a toolkit of strategies
to tackle new problems.
c. To give students one more thing to have to learn.
d. Just to teach students how to excel on standardized tests.

A 4. The following are all examples of metacognitive strategies except ___________.

a. Taking dictation while the teacher speaks.
b. Critiquing.
c. Evaluating Work.
d. Predicting outcomes.

D 5. Why is metacognition important?

a. It allows teaching strategies to succeed and makes the process of learning
explicit as it promotes discussion about mathematics.
b. It allows for the application of mathematical skills, knowledge and
understanding.
c. Learners can take ownership of these strategies and figure when to chose
and use different strategies for different problems.
d. Can identify patterns of mistakes, misconceptions or misunderstandings.
Learning Activities
A. Directions: Select the best practices that develop metacognition among students,
and give your reason/s why you think that practice is a good one. If you think it’s not
a good one, how should that practice be done?

1. Ask “why” questions always.

"Why" is the most important question in the universe. Finding the reason for
things helps to analyze to fully understand an object or situation. For example, Why
do you need to learn today’s lesson? With this question you will understand the
reason and importance of the lesson discussed today.

2. Refrain from feeding feedback for wrong answers.

When a student knows where and what his mistake is there is a high
probability that he will learn it and avoid the mistake when he encounters it again.

3. Require answers that allow students to reflect on their answers.

when the student wonders if his answer is correct it undergoes a deeper
analysis and it produces certainty and confidence in his answer.

4. In clarifying a concept, you accept any kind of explanation.

For me, instead of accepting any kind of explanations, I will just help him how
to explain it properly. For example, when I see that his explanation is a bit far away, I
will ask questions related to what he should explain properly.

5. In doing a class activity, tackle and go directly to the main part of the lesson.
Students are aware of the goal they are attempting to achieve. They are able
to move on to the next concept/learning goal until they show that they are capable.
Since the job is neither too difficult nor too straightforward, and the learning
objectives are explicitly stated.

6. Ask students to always elaborate on their answers.

Students are also given opportunities to process this new information
through extensive peer review, as well as opportunities to explain, ask clarifying
questions, and document and reflect information. Teachers can assist students in
making stronger correlations to new material by posing questions that require
students to make inferences or draw assumptions about the knowledge first, and
then provide data to support their conclusions.

7. In a group activity, encourage members to talk to each other.

Many issues stem from a lack of communication. It can result in errors, poor
efficiency, confrontation, missing deadlines, and missed opportunities. As a result,
it's always worthwhile to assist the students in honing their communication skills.

8. Don’t allow errors to be committed by the student.

For me, instead of Don’t allow errors to be committed by the student, they
need to know that it’s not ok to make mistakes. They need to know that every
mistake has consequences. They need to know where they went wrong.
9. Make effort to correct mistakes and explain in a clear manner.
Students may commit several mistakes. It is an essential component of the
educational process. Whether they aren't making mistakes, it's because they aren't
working on complex enough subjects and systems. You must choose content that is
difficult but achievable for your class, and you must correct errors in a constructive
manner.

Assessment
Directions: Search on the internet the Curriculum Guide (CG) used by the
Department of Education. You may select any grade level of your choice. Identify
twenty (20) learning competencies in that CG that promote metacognition among
Students and explain why. Follow the template below.
Numbe Learning Competency Why?
r
1. subtracts mentally 1-digit Enables the brain to solve problems.
numbers from 1- to 3-digit What strategies will be used to make
numbers without the answer easier and how to
regrouping using answer it.
appropriate strategies.
M2NS-IIb33.2
2. solves routine and Enables the brain to solve problems.
nonroutine problems What strategies will be used to make
involving subtraction of the answer easier and how to
whole numbers including answer it.
money with minuends up to
1000 using appropriate
problem solving strategies
and tools.
M2NS-IIc34.2
3. solves multi-step routine Enables the brain to solve problems.
and non-routine problems What strategies will be used to make
involving addition and the answer easier and how to
subtraction of 2- to 3-digit answer it.
numbers including money
using appropriate problem
solving strategies and tools.
M2NS-IIe34.4
4. identifies the 1st through The brain is processed to identify the
the 20th with the emphasis problem and how to ease it. Asking
on 11th to 20th object in a oneself if they are doing it right.
given set from a given point
of reference
M2NS-Ie16.2
5. visualizes and represents The brain is processed to identify the
numbers from 0-1000 with problem and how to ease it. Asking
emphasis on numbers 101 – oneself What strategies will be used
1 000 using a variety of to.
materials.
M2NS-Ia1.2
6. Identify rhyming words in The brain is processed to identify the
nursery rhymes, songs, problem and how to ease it. Asking
jingles, poems, and chants. oneself What strategies will be used
MT1PA-Ibi-1.1 to.
7. Tell whether a given pair of The brain is processed to identify the
word rhyme. problem and how to ease it. Asking
MT1PA-Ibi-2.1 oneself What strategies will be used
to.
8. Say the new spoken word The brain is processed to identify the
when two or more sounds problem and how to ease it. Asking
are put together. oneself What strategies will be used
MT1PA-Ici-4.1 to and if they are doing it right.
9. Orally segment a two - three The brain is processed to identify the
syllable word into its syllabic problem and how to ease it. Asking
parts oneself if they are doing it right.
MT1PA-Idi-3.1
10. Talk about pictures The brain processes to identify what
presented using appropriate is in the image and analyzes what
local terminologies with terms will be used to describe it.
ease and confidence
EN1OL-IVa-j-1.3
11. Talk about topics of interest Encourage Self-questioning.
(likes and dislikes) Self-explanation
EN1OL-IIId-1.3.4
12. Talk about stories heard Encourage Self-questioning.
when and where it took Self-explanation
place  the characters and  Promote Autonomous Learning.
some important details of
the story
EN1OL-IIIa-j-1.3.1
EN1OL-IVa-j-1.3.1
13. Recognize proper eye Encourage Self-questioning.
movement skills (transfer Promote Autonomous Learning.
skills) left to right top to
bottom return swe
EN2BPK-Id-e-5
14. divides mentally numbers by Foster Self-reflection
 2,3,4,5 and 10 using
appropriate strategies
(multiplication table of 2, 3,
4, 5 and 10).
M2NS-IIIb52.1
15. visualizes similar fractions
(using group of objects and
number line).
M2NS-IIIf72.3
16. identifies straight lines and
curves, flat and curved
surfaces in a 3- dimensional
object. This is not reflected
in the performance
standards.
M2GE-IIIi9
17. explains the differences
between straight lines and
curved lines, flat surfaces
and curved surfaces. This is
not reflected in the
performance standards.
M2GE-IIIi10
18. uses expanded form to
explain the meaning of
addition with regrouping.
M1NS-IIc27.2
19. uses the expanded form to
explain subtraction with
regrouping.
M1NS-IIh32.3
20. multiplies mentally 2-digit
by 1-to 2-digit numbers with Encourage Self-questioning
products up to 200 and
explains the strategies used. Provide Opportunities for Making
M4NS-Id42.3
Encourage Self-questioning
Teach Strategies Directly
Provide Opportunities for Making
Errors.
Foster Self-reflection
Encourage Self-questioning
Teach Strategies Directly
Foster Self-reflection
Encourage Self-questioning
Teach Strategies Directly
Provide Opportunities for Making
Errors.
Foster Self-reflection
Encourage Self-questioning
Teach Strategies Directly
Provide Opportunities for Making
Errors.
Self-explanation.
Foster Self-reflection
Encourage Self-questioning
Teach Strategies Directly
Provide Opportunities for Making
Errors.
Self-explanation
Foster Self-reflection
Encourage Self-questioning
Teach Strategies Directly
Provide Opportunities for Making
Errors.
Self-explanation
Foster Self-reflection
Teach Strategies Directly
Errors.
Self-explanation