Midterm Learning Module - Facilitating Learning

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excellent, and client-oriented services to Tel, Number 154-721-3254 competitive learning institution capable of
ensure relevant and quality higher producing highly competent, morally
education accessible to all. upright, and productive citizenry.
COLLEGE OF TEACHER EDUCATION
MODULE
(MIDTERM)
https://medium.com/christian-perspectives-society-and-life/how-often-do-you-
think-about-thinking-4aa6639f40e8
FACILITATING LEARNER CENTERED TEACHING

(PROF EDUC 6)
Prepared by:
Cathrine Mae A. Ocampo, LPT.

CTE Faculty member
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GENTLE REMINDERS
Methods Students,
In order to succeed in this course, you must be able to:
1. understand the learning objectives intended for each unit’;
2. read the key notes comprehensively;
3. Please submit PROMPTLY the modules or requirements; and
4. be responsible of your own work. You must take note of that in every written
work, it is your responsibility to know the definitions and consequences of
PLAGIARISM. Please visit the link below for more details:
https://www.researchgate.net/publication/323794645_Academic_Honesty
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Page
Introduction 4
Objectives 4
Review of Prerequisites 5
Concept Map 6
Metacognition and Metacognitive Knowledge 7
Metacognitive Regulation and Control 9
Metacognitive Instruction 12
Summary 14
Answers to Review of Prerequisites 14
Answer to Self-Assessment Questions 14
Concept Inventory 15
Study Questions 16
References 17
Page 3 of 17
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.
SAQ 1-1 Why is metacognition important to a teacher and a learner?
OBJECTIVES
At the end of this section, you should be able to:

• explain metacognitive and its components;
• delineate the relationship between metacognitive knowledge and metacognitive
processes; and
• identify effective metacognitive teaching strategies to facilitate learning.
Page 4 of 17
REVIEW OF
PREREQUISITES
This unit demands some prerequisite knowledge.

Please do as directed.
Identify if the following thoughts are more a declarative, procedural, or conditional

knowledge. Write your answers on a separate sheet of paper.
1. I know that the context of this problem is not suited to the theory.
2. There are three ways to solve this problem.
3. This fact is essential to recall for the situation presented.
4. ROYGBIV makes it easy for me to remember the colors of the rainbow.
5. This is an irregular verb, thus, adding -ed to the word to make it past tense does
not apply.
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CONCEPT MAP
AM I UNDERSTANDING
THE MESSAGE THE
AUTHOR HAS WRITTEN?
I Am Sure My
Answer Is
CORRECT.
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LESSON 1: METACOGNITION AND METACOGNITIVE

Definition of KNOWLEDGE
The term metacognition is attributed to Flavell. He described it as “knowledge concerning
Metacognition one’s cognitive process and products or anything related to them, e.g., the learning-relevant
properties of information and data. “Furthermore, he referred to it as “the active monitoring
and consequent regulation and orchestration of these processes concerning the cognitive
objects or data on which they bear, usually in the service of some concrete goal or
objective” (Flavell, 1976). Simply stated, metacognition is “knowledge and cognition about
cognitive phenomena” (Flavell, 1979). The meaning metamorphosed into “thinking about
thinking,” “Knowing about knowing,” and “cognition about cognition.”
The elements of metacognition are metacognitive knowledge and metacognitive regulation

Components of
(Flavell, 2004). These two elements are interrelated; the presence of the first one enhances
Metacognition
the second element.
Metacognitive knowledge (also called knowledge of cognition) refers to “what individuals

know about their cognition or cognition in general” (Schraw, 2002). It involves three kinds
of metacognitive awareness, namely: declarative knowledge, procedural knowledge, and
conditional knowledge (see Figure 1).
Procedural Conditional
Declarative
Knowledge Knowledge
Knowledge
Knowledge about Knowledge on Knowledge on
things how to do things when and why to
apply cognitive
Knowledge about Knowledge on
acts
one's own how to execute
abilities skills Knowledge on
when a strategy
Knowledge about
is appropriate
factors affecting
one's own
performance
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Declarative Or personal knowledge is the learner’s knowledge about things. It also refers to the learners
Knowledge Understanding of own abilities, and the knowledge about oneself as a learner and of the
factors that moderate one’s performance. This type of knowledge is not always accurate as
the learner’s evaluation of his or her capabilities may be unreliable. For instance, that Manila
is the capital of the Philippines and that oases is the plural form of oasis are examples of
declarative knowledge. That a learner has limited information as to the semantic rules is
also a declarative knowledge.
Or task knowledge involves the knowledge of how to do things and how skills or
Procedural
competencies are executed. The assessment on the learner’s task knowledge includes what
Knowledge
knowledge is needed (content) and the space available to communicate what is known
(length). A learner given a problem-solving task, for instance, knows that prerequisite
information and prior skills are necessary to be recalled and readily executed at the given
time to solve the problem. Such knowledge gives confidence in working with the problem.
Or strategy knowledge refers to the ability to know when and why various cognitive acts
Procedural
should be applied. It involves using strategies to learn information (knowing how to know)
Knowledge
as well as adapting them to novel contexts (knowing when a strategy is appropriate). This
knowledge is evident in a learner who seeks the help of a school nurse to make a report
on the communicable diseases prevalent in the community as well as this learner’s
knowledge that the best way to gather the information is to interview a nurse and to go
over the health records of the Municipal Health Office of the town.
Metacognitive Is the result of an individual’s metacognitive experiences. Flavell (1979) explained them as
Knowledge experiences that “an individual has through which knowledge is attained, or through
regulation occurs.” A learner who obtained low scores in knowledge and skills test becomes
aware that he or she has low declarative and procedural knowledge. In contrast, a learner
who have been taught how to organize information and use rehearsal strategies have richer
metamemory. They can retrieve declarative, procedural, and conditional knowledge when
required by the task.
Experience Metacognitive thinking among learners provides avenues for them to learn more. Two
aspects of metacognitive instruction is content knowledge (concepts, facts, procedures) and
strategic knowledge (heuristic, metacognitive, learning). It is essential that to think through
a process, learners must have the content knowledge to think about something. One also
needs to have a heuristic (shortcut) or algorithm (formula) to follow in developing the skill
(Medina et al., 2007). Instruction should have a content component and direct instruction
on how to work through a process.
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Another consideration is the potential of cooperative learning in teaching metacognition.

Engaging learners in collaborative discussion of the learning task enables them to enhance
their learning. During the discussion, learners think about their way of thinking and their
reflection after the lesson demonstrates a metacognitive way of thinking. The learners
identify the main concepts of the learning strategy and realize how the strategy helps them
to learn (Eldar et al., 2012). Collaborative teaching strategies are, therefore, useful tools to
enhance learners’ effective thinking.
SAQ 1-2 Is prior knowledge essential in developing metacognitive knowledge? Justify your answer.
LESSON 2: METACOGNITIVE REGULATION AND CONTROL

Metacognitive Metacognitive regulation is the second element of metacognition. Whereas metacognitive
Regulation and knowledge refers to the learners’ knowledge or beliefs about the factors that affect
Control
cognitive skills, metacognitive regulation pertains to their ability to keep track of (monitor)
and assess their knowledge or learning. It includes their ability to find out what, when, and
how to use a particular skill for a given task. In this manner, they can control their learning.
Self-regulation is essential in metacognition.
To illustrate metacognitive regulation, consider a student in a Speech class; he or she knows
when a word is mispronounced as it sounds unpleasant, thus, he or she consults an
electronic dictionary to listen to how the word should be pronounced. Following the model,
the pronunciation is improved.
Metacognitive regulation involves three processes: setting goals and planning, monitoring
and controlling learning, and evaluating own regulation (see Figure 2).
PLANNING
Metacognitive Experiences Metamemory
MONITORING
EVALUATING
Figure 2. Metacognitive regulation and control processes.
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Planning involves the selection of appropriate strategies and the allocation of resources
affect performance (Schraw, 2002). Together with setting goals, planning is considered a
central part of students’ ability to control their learning processes and to learn outcomes
through deliberate self-regulatory decisions and actions. Goals are dichotomized as mastery
goals and performance goals (Paulson & Bauer, 2011). Mastery goals are related to process,
learning, and development. In contrast, performance goals are usually associated with
product orientations and demonstrating competence or social comparisons to the peer
group. For example, a student who desires to get high grade (performance goal) in a
Science class portfolio determines how best to make all entries in the portfolio exemplary
in all criteria as described in the scoring rubric (mastery goal).
At this point of metacognitive regulation, the learner’s questions include the following:
What am I asked to learn or do here? What do I already know about this lesson or task?
What should be my pacing the complete this task? What should I focus on when learning
or solving this task?
Monitoring refers to one’s ongoing awareness of comprehension and task performance
(Schraw, 2002). Referred to as metacognitive monitoring and controlling learning, it also
involves the monitoring of a person’s thinking processes and the current state of
knowledge. Given a task, it involves the awareness of the person that the prerequisite
knowledge and process to manage the task is sufficient to succeed in it. It also involves the
ability to consider the accuracy of the knowledge and procedure to solve the task. If ever
inadequacy is felt, the person can control the processes undertaken to still succeed in the
resolution of the task.
A student who answers a word problem in Mathematics is aware of the steps to follow to
solve the task. In the process, the person monitors from metamemory if procedural
knowledge is adequate and could be executed. Along the way, the person monitors his or
her thinking and then revises the process if found ineffective in solving the problem.
At this stage, some questions asked by the learners include the following: Do I have
adequate knowledge to solve the problem? Are my prior knowledge and skills appropriate
for this task? Are my strategies appropriate for this task? What can I do to get additional
information for this task?
The last step is evaluating, assessing knowledge or learning. It refers to appraising the
products and efficiency of one’s learning (Schraw, 2002). It involves the person’s ability to
evaluate how well the strategies are used to lead to the solution of the problem or
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completion of the task. It tells whether or not the procedure resulted to the correct answer
or a different answer.
In the previous Mathematics word problem-solving task situation, the person comes to
realization that the equation formulated to solve what is asked in the problem was indeed
correct based on the cross-checking process done. If the answer is wrong, the learner
surmises what went wrong along the way.
Sample questions asked by the learner in this phase of metacognitive regulation are the
following: What new learning was achieved? What universal understanding should I
remember? Was the correct answer obtained? Were the goals set achieve? What could I
have done to make my work better? What should I do the next time I encounter a similar
situation?
SAQ 3-4 What is the importance of metacognitive experiences and metamemory in

metacognitive regulation and control?
How is your awareness of how you study and learn significant to thinking
metacognitively?
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LESSON 3: METACOGNITIVE INSTRUCTION

Principles of
Developing metacognitive thinking among students needs the creativity of the teacher.
Metacognitive
Using metacognitive strategies facilitates how learners learn. As studies proven,
Instruction
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 task-specific condition knowledge (the
IF-side) to the procedural knowledge of "How" the skills is applied in the
1
context of the task (the THEN-side of production rules).
•Learners should be informed abou the benefit of applying metacognitive

skills in order to make them exert the initial extra effort.
2
•Instruction and training should be stretched over time, thus allowing for the
formation of production rules and ensuring the smooth and maintained
3 application of metacognitive 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
thing metacognitively gradually leads them to become self-regulated learners.
Metacognitive
Varied metacognitive strategies to teach learners to undergo metacognitive thinking have
Teaching
Strategies been proven effective. These includes the following:
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Graphic organizers are visual illustrations displaying the relationships between facts,
information, ideas, or concepts. Through the visual displays, learners 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 have I What What new
KNOW? WANT to find out? LEARNED? ACTION will QUESTIONS
know? I take? do I 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 ad 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.
Error analysis is a “systematic approach for using feedback metacognitively to improve
one’s future performances” (Hopeman, 2002). Asking the learners where they are correct
and wrong provides avenues 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 fosters learners’ metacognition 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 asked if their
assumptions were true. After reading, the learners are asked what made them comprehend
or not comprehend the story.
Peer mentoring is a proven metacognitive strategy as many learners learn best when
studying with peers who are more informed and skilled than them. Novice learners, by
observing their more skilled peers, can learn from the metacognitive strategies of their peer
mentors. The use of cooperative learning strategies is helpful towards this goal.
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SAQ 4-5 Write a two-paragraph essay explaining one of the principles of effective metacognitive
instruction. Cite a classroom situation to illustrate your argument.
SUMMARY
Simply referred to as thinking about thinking, metacognition is recognized as a regulatory

system that makes a learner fully aware of his or her cognitive performance. Through the
help of the teachers, learners can be assisted in monitoring and controlling their learning.
As a learner undertakes a task, he or she is made aware of his/her metacognitive knowledge,
which is essential during the metacognitive processing. The joint operation of these two
significant components of metacognition differentiates a novice from an expert learner.
ANSWER TO REVIEW OF
PREREQUISITES
The students are obliged to submit original work for assessment. All paper works are to be
authentic written outputs of students. Committing plagiarism will be subjected to
disciplinary actions which are duly stated in the student manual.
ANSWER TO SELF-
ASSESSMENT QUESTIONS
The students are obliged to submit original work for assessment. All paper works are to be
authentic written outputs of students. Committing plagiarism will be subjected to
disciplinary actions which are duly stated in the student manual.
Page 14 of 17
CONCEPT INVENTORY
General Instructions
This inventory is designed to find out how well you understand the concepts presented in
this module. Each item consists of one or two-word concepts that are parts of this module.
This inventory is not a test. There are no right or wrong answers.
Make sure that you understand all the directions before you begin.
Read each item carefully. Indicate on the answer sheet how well you think you understand
each concept by using the numerical system below.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
On the answer sheet, write:
5 – If you think you understand the concept well enough to explain it clearly to someone
else.
4 – if you think you understand the concept but not well enough to explain it to someone
else.
3 – if you think you have a fair but not good understanding of the concept.
2 – if you are not sure what the concept means.
1 – if you feel that you do not understand the concept at all.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
UNIT 1. CONCEPT
INVENTORY
Name of Student: ______________________________________________

Name of School: _______________________________________________
Address: ____________________________________________________
_____ 1. Metacognition
_____ 2. Declarative knowledge
_____ 3. Procedural knowledge
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_____ 4. Conditional knowledge

_____ 5. Metacognitive knowledge
_____ 6. Planning
_____ 7. Monitoring
_____ 8. Evaluating
_____ 9. Graphic organizers
_____ 10. Think aloud
_____ 11. Journalizing
_____ 12. Error analysis
_____ 13. Wrapper
_____ 14. Peer mentoring
_____ 15. Thinking about Thinking
STUDY QUESTIONS
* Use short sized-bond paper for your answer.

1. In groups of four, fill up the needed details in the graphic organizer. Use it to explain
metacognition regulation and control to other groups in the class.
Metacognitive Regulation and Control

➢ Define
➢ Provide a Situation
Planning Monitoring Evaluating

➢ Define ➢ Define ➢ Define
➢ Raise Questions ➢ Raise Questions ➢ Raise Questions
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REFERENCES
Entwistle, N. & Tait, H. (2013). Approaches and study skills inventory for students (ASSIST)
(incorporating the Revised Approaches to Studying Inventory – RASI).
Flavell, J.H., Miller, P.H. & Miller, S.A. (2002). Cognitive Development. New Jersey: Pearson,
Education, Inc.
Palinscar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and
monitoring activities. Cognition and Instruction, 1, 117-175.
Children must be taught how to think, not what to think.

- Margaret Mead
Page 17 of 17

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MISSION OUR LADY OF LOURDES FOUNDATION VISION

FACILITATING LEARNER CENTERED TEACHING

Cathrine Mae A. Ocampo, LPT.

Metacognition and Metacognitive Knowledge 7

Metacognitive Regulation and Control 9

Answers to Review of Prerequisites 14

Answer to Self-Assessment Questions 14

Today, facilitating learning is aimed at assisting learners in acquiring expected

SAQ 1-1 Why is metacognition important to a teacher and a learner?

At the end of this section, you should be able to:

This unit demands some prerequisite knowledge.

Identify if the following thoughts are more a declarative, procedural, or conditional

LESSON 1: METACOGNITION AND METACOGNITIVE

The elements of metacognition are metacognitive knowledge and metacognitive regulation

Metacognitive knowledge (also called knowledge of cognition) refers to “what individuals

Another consideration is the potential of cooperative learning in teaching metacognition.

LESSON 2: METACOGNITIVE REGULATION AND CONTROL

SAQ 3-4 What is the importance of metacognitive experiences and metamemory in

LESSON 3: METACOGNITIVE INSTRUCTION

•Metacognitive instruction should be embedded in the context of the task at

•Learners should be informed abou the benefit of applying metacognitive

Figure 3. Principles for effective metacognitive instruction.

Simply referred to as thinking about thinking, metacognition is recognized as a regulatory

Name of Student: ______________________________________________

_____ 4. Conditional knowledge

* Use short sized-bond paper for your answer.

Metacognitive Regulation and Control

Planning Monitoring Evaluating

Children must be taught how to think, not what to think.

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