Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

AJUY CAMPUS
Ajuy, Iloilo

Module 1
ELEMENTARY EDUCATION DEPARTMENT

INSTRUCTIONAL MODULE
PED 105

Facilitating Learner
Centered Teaching

Prepared by:
JOSELYN G. ARAMBOLA, MAEd
Instructor

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 CHAPTER 2
Metacognition: Thinking About Thinking
Module 6
LESSON 3: Metacognitive Instruction

I. Introduction

Today, Facilitating learning is aimed at assisting learners in

acquiring expected competencies. In addition, the facilitation of
learning addresses the expected competencies to help them
understand their learning and thinking. Research findings have
shown that metacognitive thinking operates as a vital Skill to other
skills like problem-solving, creative thinking, and critical thinking. The
good news is that metacognition can be taught. In this chapter, you
will discover the nature of metacognition, its components, and how
metacognitive processes work in the classroom. In this chapter, you
are expected to explain metacognition and its components,
delineate the relationship between metacognitive knowledge and
metacognitive processes, and identify effective metacognitive
teaching strategies to facilitate learning.

II. Learning Outcomes

After completing this lesson, you will be able to:

• explain fundamental principles to teach metacognitive skills,

• identify metacognitive strategies for a particular lesson; and
• Operationalize metacognitive processes in a given
situation/context.

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 III. Discussion (Learning Content)

Principles of Metacognitive Instruction

Developing metacognitive thinking among students needs the
creativity of the teacher. Using metacognitive strategies facilitates
how learners learn. As studies have proven, metacognitive teaching
practices enhance the learners' capabilities to transfer their
competencies in learning new tasks in new contexts (Palinscar &
Brown, 1984; Schoenfeld, 1991).
Moreover, metacognitive teaching practices make learners
aware of their strengths and weaknesses as they learn. Knowing their
strengths give them the confidence to pursue a task. Knowing their
weaknesses lead them to strategize on how to overcome their
Limited knowledge and how to source out the needed information
for the task.
To effectively develop metacognitive skills among learners,
Veenman et al. (2012) recommend three
fundamental principles (see Figure 3).

Metacognitive instruction should be embedded in the context of

the task at hand in order to allow for connecting specific condition
knowledge (the IF-side to the procedural knowledge of “how” the
skill is applied in the context of the task (the then-side of procedural
rules.
Learner should be informed about the benefit of applying
metacognitive skills in order to make them exert the initial extra
effort.
Instruction and training should be stretched over time, thus
allowing for the formation of production rules and ensuring the
smooth and maintained application of metacognition skills.
Figure 3. Principles for effective metacognitive instruction

Cognizant of these principles, teachers can plan their lessons

well to ensure that as the learners undergo classroom activities, they
metacognize their learning. Leading learners to think

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metacognitively gradually leads them to become self-regulated
learners.

Metacognitive Teaching Strategies

Varied metacognitive strategies to teach learners to undergo
metacognitive thinking have been proven effective. These include
the following:

Graphic organizers are visual illustrations displaying the relationships

between facts, information ideas, or concepts. Through the visual
displays, leaners are guided in their thinking as they fill in the needed
information. One good example is the KWHLAQ chart, a variant of
the KWL chart. It is useful during the planning, monitoring, and
evaluating phases of metacognition.

What do I What do I How do I What What What new

want to find out? have I action question
know learned? will I do I
take? have?

Think aloud helps learners to think aloud about their thinking as they
undertake a task. The learners report their thoughts while they do it.
With the help of a more knowledgeable learner, the errors in thinking
and the inadequacy of declarative, procedural, and conditional
knowledge can be pointed out giving the learner increased self-
awareness during learning.

Journalizing can be used together with think aloud. In a journal,

learners write what was in their mind when they selected an answer
and the reasons for their choice. Later, they write about their
realizations where they were wrong and what should have been
considered in answering. Finally, they resolve on what to do the next
time a similar situation/problem arises.

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Error analysis is a systematic approach for using feedback
metacognitive to improve one’s future performance "(Hopeman,
2002). Asking the learners where they are correct and wrong
provides avenue for them to evaluate their thinking. It results in a
learner's metacognitive knowledge of own mistakes and making use
of them to improve future performance.

Wrapper is an activity that foster learner metacognitive before,

during, and after a class, in a reading class before the selection is
read, the teacher asks about the theme of the selection based on
the story title. While reading the selection, learners are asked if their
assumption were true. After reading the learners are asked what
made them comprehend or not comprehend the story.

Peer monitoring is a proven metacognitive strategy as many learners

lean best when studying with peer who are more informed and
skilled than them. Novice learner by observing their more skilled
peer, can learn from the metacognitive strategies of their mentors,
the use of cooperative learning strategies is helpful toward this goal.

EXPERIENCE
Teaching metacognitive thinking strategies to learners is a must if
teachers want them to be self-Regulated learners. Several studies
have shown the benefits of metacognitive instruction. Goh (2008)
Cites her study (Liu & Goh, 2006) that proved metacognitive
knowledge can be increased through Classroom instruction. The
work of Goh and Hu (2013) demonstrated a causal relationship
between metacognitive instruction and a statistically significant
improvement in listening performance. In another study, students'
use of metacognitive skills in problem solving with five main
processes that encompass an emerging substantive theory, namely:
understanding the problem through sense making: organizing and
constructing useful information from the problem; planning solution
strategies by identifying., conjecturing, and selecting strategies;
executing the plan; checking the process and strategies
undertaken, and reflecting and extending the problem-has

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facilitated the development of Filipino students' problem-solving
heuristics (Tan & Limjap, 2018).

The lesson in a capsule

Metacognitive instruction aims at helping learners to be self-
regulated. In the process, teacher can assist the learners to monitor
and regulate their learning. Metacognitive teaching strategies
enhance learner’s achievement. Learners benefit much from
metacognition as the skills could be transferred in learning other skills
and content.

IV. Enrichment Activities

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.
2. Mr. Ravena groups his learners into two, with each
member inquiring how the other has arrived at the
measures to combat air pollution.
3. AT the beginning of the Social Studies class, Miss Agulay
uses a matrix to elicit Learners Prior knowledge about the
topic for discussion.
4. miss Tomas assigns the EPP learners to reflect on the
learnings in class, and what these meant to them as a
member of the family.
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.

Activity 2: Write a two-paragraph essay explaining one of the

principles of effective metacognitive instruction. Cite a
classroom situation to illustrate your argument.

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V. Assessment

1. Why should any instructional plan abide with the three

fundamental principles for metacognitive skills development?
2. Why Should teachers adapt, not adopt, the existing
metacognitive teaching strategy?
3. How should teachers handle novice and expert learners in the
classroom so that they both develop metacognitive thinking
skills?

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