E Module Part Facilitating Learning Metacognition In this Module, challenge yourself to attain the following learning outcomes: + explain metacognition in your own words. + apply metacognitive strategies in your own quest for learning as a novice or an expert learner. Ren * Metacognition is such a long word. What does it mean? You will find this out in this module. It is the first module so you get to understand it and apply it from the very beginning of this book. Introduction RTOs Metacognition “Thinking about Thinking” Metacognition trategies to Develop ‘Metacognition [Learners who do not| use metacognition remain to be novice learners 1FACILITATING Learn Answer the following questionnaire. * Put a check in the what is true to you PART | He (10) Always | (8) Sometimes | Never (0) Your | Score 1 exert effort to find out why I need to do a particular task, I reward myself when I work. I see to it that 1 give myself regular breaks form work. Tam able to keep my concentration and does not let my mind “drift away.” I have ways of dealing with distractions. 1 am willing to do the work I do not enjoy because I see it as important. I seek clarification from the teacher about her expectations and standards. T go to tutorials to improve my school work. ae ‘Always (10) ‘Sometimes (5) Never (0) Your Score T make a weekly timetable for the school work T need to accomplish. ‘Imake a review schedule for examinations. have time for family commitments ind 1 as well as studying. ize tasks which should be done first,| 3 Module 1 ~ Metacognition PART 3 soo ] Always | Sometimes | Never) Your | (10) 6) (0) | Score ] 1 | I discuss work assignments with other students. - | 2 | I share resources with other students. 3 | I keep cuttings from newspapers and magazines which may be of help to me. 4 [I make sure I see TV programs which may be useful 5 | I read the topic assigned before a session. a: 6 | I ask questions and generally take part in group discussions, L 7 |1 listen out for key ideas when someone is talking 8 | When I am listening to someone, I try to anticipate what they will say next. PART 4 ‘Always | Sometimes | Never | Your o | (10) | Score 1 ]1 get so worried about assignments that they make me feel ill. 2 | This worry about assignments makes me feel depressed. 3 | 1 feel miserable about doing assignments. 1 let these concems about the work get on top of ‘When I need to work, others always succeed in ing me to out. Thave difficulty in talking to others about my worries. FT ignore my personal fitness through worrying about assignments. || The stress of assignments causes me to get ‘behind and I never seem to catch up.4 Facurarins Learns PART 5 Always (10) ‘Sometimes ©) Ne © Your Score | My notes indicate the main ideas, rather than ib) merely repeat what has been said. / 2| 1 listen for key ideas when listening to a speaker. T approach tutors for help. T organize or file my notes regularly. Tre-write my notes under key ideas, headings, using numbering or lettering schemes. Thave a shorthand technique of my own. Tunderline or highlight key ideas so they stand out. I_ decide before reading a book whether it is vital or background reading. T go over a book before diving into chapter one. T check the contents page for relevance before reading a book. T look for summaries at the end of chapters. 1 | Hsee to it that 1 understand what is really being asked for in the assignmenUproject. (5) (0) Your Score Tread other references and read about the someone else to look at/read my Meena before submitting it.Module 1 ~ Scoring: ‘The six parts of the questionnaire pertain to the following aspecis of study habits: Part 1 Motivation ‘ Part 2 Organizing and planning your w« Part 3) Working wits tak Utilizing resources and feedback Part 4 Managing school work stress Part 5 Note-taking and reading Part 6 Preparing an assignment/project ‘Use the scoring guide below porns for Part 1 Motivation Score: 10 for Always 5. for Sometimes 0 for Never & Scores from aa 50 mean th to is pe 97 peeFaciuranna Learwinc you make full use of resources Feedback: @ Scores from 55 to 85 me a es available listen well and take an active part in SSNS @- Scores from 35 to 50 mean you probably collect resol, © you need to ask yourself how to use them more effet Woy @ Scores of 30 and below mean there are important rekeutes ground you that you are ignoring. You may not be ing anieh off whab isipeinesaidsa Yourneed to\know what esourees are available, and you need to find out where they are and what they have to offer. You need to take action. Scoring for Part 4 Managing School Work Stress Score: 10 for Never 5 for Sometimes 0 for Always Feedback: * Scores from 65 to 80 mean that although you sometimes get stressed and worried you have the skills of knowing how to minimize problems and look after yourself. ® Scores from 40 to 65 mean that you handle your anxieties and concerns moderately well but could develop skills to manage them more effectively. © Scores of 35 and under mean that you are likely to get overwhelmed with your problems which will make you much less effective as a student, You need to acquire the skills of managing stress more effectively, You need to take action, Scoring for Part 5 Note-taking and Reading ‘Score: 10 for Always 5. for Sometimes 0 for Never Feedback: © Scores fr Baise ib fas Joma” YOu Prepare well and read iaslevait area 80. You waste little time reading = Scores from 45 to 70 mean your readi are adequate, but could be smproved ead Bote taking skills Scores of 40 and below mean your notes are little use to you, if they exist at all likely to be of |. You spend a lot of time You need to take action, Scoring for Part 6 Pi Score: 10 for Alara 8 Assignment/Project,eh Module 1 -Metacognition 7 © Scores from 40 to 65 mean that there is room for improvement although you do demonstrate some skills. 2 Scores of 35 and below mean that you probably wonder why your essays always get such low marks. Resources and support are available to help you improve your essary writing skills. Take action now. Comms My Score in the Study Habits Questionnaire Aspect of Study Habits My Score Interpretation Part 1 Motivation Part 2 Organizing and Planning Your Work Part 3 Working with Others, Utilizing Resources and Feedback Part 4 Managing School Work Stress L Part 5 Note-taking and Reading Part 6 Preparing an Assignment/Project What did you discover about yourself using this questionnaire? What aspects are you strong sey Wha! aipeds c\jou'noed to Mune inagge Meera oan19 PACIUTATING Learn If you teach a person what to learn, you are Preparing that person for the past. If you teach @ person how to learn, you are that person ne What you just did while answering “ se in metacognition. You stopped 7 ere reminded of you 0 improve your he questic for a mm scores is an ¢xcrcl . about how you study and learn, You W weaknesses, then you wrote what it Is th habits. Hopefully, this will help you start to The most important goal of education is on their own. The quotation on the side peste 6 rie cts ue students acquire the skills of how to learn; an , to leam not just while they are in school but for a lifetime. This entails a deeper awareness of how one processes information, the ability to evaluate his own thinking and to think of ways to make his own leaming process more effective, All these involve metacognition. What is metacognition? This appears to be such a high-sounding word that some people are confused about even before they actually spend time to find out what it really means. It is not at all that complicated. In fact, we do metacognitive activities so often in our daily lives. When you sense that you are experiencing some difficulty with a topic you are studying, and you try out different strategies to learn better, you are practicing metacognition The word maybe long, seems to be so intangible but it is worth focusing ‘on because it can help you to be a more successfull learner. When you become a teacher, it can also help your students to learn more efficiently and effectively. The term “metacognition” was coined by John Flavell. According to Flavell (1979, 1987), stren at you can do t learn more effectively to teach students how to lea tresses this. It is vital 1 dime ‘ Metacognition, simply put, is “thinking about thinking” or “learning how to learn”. [t es i higher order ‘hinking which involves active awareness and control i i ; over the cognitive Processes engaged in learning. Metacognitive knowledge refers to Ab ired knowledge about cognitive incr ecg ‘ ledge that can be used to control home where there are a lot of things that make Scnocol aeModule 1 accomplished, gauging its difficulty and knowing the kind of effort it w ul demand from you. For example, you may be aware that it takes more time for you to read and comprehend a book in educational philosophy than it is for you to read and comprehend a novel. Strategy Variables. Knowledge of strategy variables involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective. If you think your strategy is not working, then you may think of various strategies and try out one to see if it will help you learn better. Terms like meta-attention and meta-memory are related to strategy variables, Meta-attention is the awareness of specific strategies so that you can keep your attention focused on the topic or task at hand. Meta-memory is your awareness of memory strategies that work best for you. These three variables all interact as you learn and apply metacognition. ‘Omrod includes the following in the practice of metacogniton: + Knowing the limits of one’s own learning and memory capacities + Knowing what learning tasks one can realistically accomplish within a certain amount of time + Knowing which learning strategies are effective and which are not + Planning an approach to a learning task that is likely to be successfull + Using effective learning strategies to process and learn new material + Monitoring one’s own knowledge and comprehension. In other words, Knowing when information has been successfully learned and when it’s not ‘ + Using effective strategies for retrieval of previously stored information. + Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a goal is met. For example, @ student may use knowledge in planning how to do homework: “I know that I (person variable) have more difficulty with my science assignments than English and find Araling Panlipunan easier (task ‘yariable), so I will do my homework in science first, then Language ‘Arts, then Araling Panlipunan. (strategy variable).” If one is only ‘aware about one’s cognitive strengths or weaknesses and the nature of the task but does not use this to guide or oversee his/her own earning, then no metacognition has been applied.” ‘Huitt believes that metacognition includes the ability to ask and answer the following types of questions: + What do I know about this subject, topic, issue? + Do I know what I need to know? ~ Do I know where I can go to get some information, knowledge? + How much time will I need to lear this? What are some strategies and tacties that I can use to lear this? Metacognition10 Facniratins Learninc yst heat + Did I understand what I J¥ How will I know if I am learning rice ives iiected ns De How should I revise my Pl expectations/satisfaction an if it is not working Metacognitive Strategies to Facilitate Learning Researches such as that of Fang and Cox showed that metacognitiv awareness was evident in preschoolers and in students as young as eight years old. Children already have the capacity to be more aware and reflective of their own leaming. However, not many have been taught and encouraged to apply metacognition. The challenge then to future teachers like you is to integrate more activities that would build the your students’ capacity to reflect on their own characteristics as learners (self-knowledge), the tasks they are to do (task knowledge) and the strategies that they can use to learn (strategic knowledge) Remember, metacognition is like any other thing you will teach. Hae sone camp offen tates to develop mieten: (Work hard on applying these strategies now in your role as a student. It wi surely be a rewarding learning experience for you.) 1. Have student ir own learnit aan , ing and thinking. tse a student monitor a peer’s learning/thin! Ping behaving > a 2, Teach student TPOLRY Thi grades), Go eas to younger students (primary presentation, ‘ategy before listening to a story of his for Tame ime is frst im be aware that he is nace at 1 the learner himself to to learn, 's paying attention, and that he is read) "Qs for Question! The Leamer is gi questions about what he wilt sn eestions or he thinks of ‘ will soon I ‘Dis {or Listen The it tk capee nad noe becomes aware ies tionally exerts effort (0 Boes back to listen again, MO™entarily detracted Ris fe rele Rares emer ues 34 learned, ‘Ways or strategies !° sy 1a in the intermediat® (P- Preview. Scan Used to study a unitor advance organizers that will give you'an idea about the important topics and ideas in the chapter. Read the summary of the chapter first. (Bi please don’t stop at the summary alone. No. No. No. This is not a good idea at all. Read the whole chapter!) © Question! Read the guide questions provided, or think of your ‘own questions about the topic. Re Reaay Check out sub headings as you read. Pay attention on ‘words that are printed in bold or italicized. Find out the ‘meaning of words thet are not clear to you. Use a marker or colored pencil to highlight important words or phrases. (Do not highlight the whole paragraph!) FRE Recitey Work on answering the questions you had earlier. REREvieW! Pinpoint topics you ma ae12 Faciuratine Learnins “Novice and Expert Learners They are able to differentiat In the the last twenty years, anne! distinctions among leamers in the mm! y fe expert learners these two I | nitive psychologists have stud | F they absorb or process informatio | mpnovice’ learners. A types of learners mentioned jg cog! ning rol Iv ‘mers monitor their i ers monitor tl e problem solving. Expert lear Sea adjust their strategies to make learning ‘The Table below shows the difference betwee rates iesapers mento important factor that separates OT eacognitive eee s uf Laden mpiey process as they read, study and dy | They are more aware of their lea Jearning and consequently | xn a novice learner and ay expert learner. _ ae \ | | I Differences Between Novice and Expert Learners k ————— Aspect of Learning Novice Learners Exped Learners i Knowledge in different + Have limited knowledge | + Have deeper knowledge | | subject areas in the different subject in different subject areas | | ae because they look for | | {interrelationships in the | | things they learn I Problem solving * Satisfied at just + First try to understand | | scratching the surface; the problem, look for | hurriedly gives a solution | boundaries, and create |! to the problem a mental picture of the | | problem | Leaming/thinking + Employ rigid strategies | » Desi F I ign new strategies Strategies that may not be that would be ! ehbipprate fo the task at | appropriate to the task | | at hand | Selectivity in Processing | + Attempt to process 5 ! information they receive | Stcet important { eive information to process; | | able to breakdown | information to | Doon Galas - manageable chunks | quality of theit work, nor |” heek their errors and | stop to make revisions Tedirect their efforts to | | Maintain quality output | | Stop and pause a while, Are é Strive 0 apply the concepts of metacognn en and you want the child Tell the child that you are going to say a list sf _ a a ailitie w ile. Re 7 rene rere oe eta eR lahore cvery second, the child to listen closely, and then say the list slowly (2 ‘ two). Ask the child the following series of questions: How many words do you think you will remember? way a ney t0 do t intnepahet the wonls?. Ave Sou ace ab temeemsbaaa aye ISS ane co 3% fh ety you reverni taitig? Doeh geuy aemimmete games TS belD You Eomenter things? What different ideas has your teacher given you? Do you remember some specific examples of things you have leaned in school to help you remember things: Do you use them? Do you think they are helpful? How do you think you learn things best ~ by seeing it, by hearing it, or by doing it? Does your teacher help you figure out how you learn things best, or help you leam that way? Do you do activities to help you learn things in school? What kinds of activities do you do? Do you think they help? Ask the child to list all the words you asked them to remember. (record their lis) Ask the child what they did to help them remember. Did it work? Tell the child you are also going to tell them a story and that you want them to listen carefully and retell the story JUST LIKE YOU TOLD IT. Tell the story you rewrote. \ Ask the following series of questions: Do you like to: Why or why not? | . read, ry not? Is | there something that could chan} ge at school that might make you like reading mor \h (even more)? What kinds of things do you read at school? Do you get to choose som of the things you read at school? Do you read outside of school — if so, what do yoo like to read? Why do you prefer to read those kinds of things/books? If you dan’ read outside of school, why? Ss? If yor Do you think reading is important? Many : ie do better in'school = do you? -Why Onwhy rot ree unk at reading: will help yo" What kinds of things do you do when reading to make 7 1g to you are reading? Has your teacher helped you learn ways to henge ner help you understand and remember what you read? 'p you read better? Ask the child to retell the story, reminding hii the order you told it. 4 invher that he/she should retell it it ‘Thank the child for helping you.Module 1-Metacognition 15 Reflection 1 How accurate were the children in predicting how well they would remember the word list? How well did they remember the list? Were they able to tell you what they did to remember the words after repeating the list? Were there any differences in age in terms of how accurate their predictions or their lists were? How well did the children do in retelling the story? Did the children tend to tell the story in the “correct” order or in the order you told it? Were there age differences in how they responded here? . Consider the older children’s responses to the questions about memory and reading. Given their responses, how well do schools seem to support children developing metacognitive strategies for memory and reading? Did the children have a sense of which way they learn best? Do they seem to think that teachers help them with this? How effective do schools seem to be in creating/supporting an appreciation of reading in children? Do the children seem to see teachers being helpful in these areas? (Retrieved from http://www.clt.astate.edw/grymesj/old%20courses/hgimetacogobs.htm)