GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

SECOND SEMESTER
S.Y. 2021-2022

INTRODUCTION

Name of Teacher: Babylyn M. Mendoza

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Catiningan, Socorro, Oriental Mindoro

Direction : Write your answer on a long Bond paper or you can type then Print. If you
are Online Class you can send your answer on our group chat via word document/pdf
file.

Module 1: Metacognition In this Module, challenge yourself

to attain the following learning
Introduction Outcomes:
Metacognition is such a long word. What does it 1. Explain metacognition in
mean? You will find this out in this module. your own words,
It is a first module so you get to understand it and 2. Appreciate the importance
apply it form the very beginning of this module. of metacognition,
3. Apply metacognitive
Advance Organizer strategies in your own
quest for learning as a
novice or an expert learner.
METACOGNITION
“Thinking about Thinking”

Metacognition & Learners who do not use

Development Metacognition remain to
Metacognition be novice learner
Application of
Knowledge
Metacognition
Variables
leads one to be
an expert learner
Teaching
Person
Strategies to Characteristics of Novice
Variables
Develop Learner
Metacognition
Characteristics
Task
of expert’s
Variables
learner

Strategy
Variables

ENGAGE

Direction: Answer the following questionnaire. Put check in the column that best describes
what is true to you.
Part I

Always Sometimes Never Your

(10) (5) (0) Score
1 I exert effort to find out why I need to do a particular task.
2 I reward myself when I work.
3 I see to it that I give myself regular breaks from work.

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4 I’m able to keep my concentration and does not let my mind “drift
away”.
5 I have ways of dealing with distractions.
6 I’m willing to do the work I do not enjoy because I see it as
important.
7 I seek Clarification from the teacher about her expectations and
standards.
8 I go to tutorials to improve my school work.

Part 2

Always Sometimes Never Your

(10) (5) (0) Score
1 I make a weekly timetable for the school work need to
accomplish.
2 I make a review schedule for examninations.
3 I plan to get the necessary resources and equipment prior to
starting work.
4 I submit all my assignments in time.
5 I have a place to work where I wont be disturb.
6 I have time for family commitments and relaxzation as well as
studying.
7 I prioritize task which should be done first, second and so on.
8 I make a list of things to do.
9. I make a list of Valuable references with bibliographic details,
page numbers of quotes and so on.
10. I review my work before submitting it.

Part 3

Always Sometimes Never Your

(10) (5) (0) Score
1 I discuss work assignments with other students
2 I share resources with other students
3 I keep cuttings from newspaper and magazines which may be a
help to me
4 I make sure I see TV programs which maybe usefull
5 I read the topic assigned before a session
6 I asked a questions and generally take part in group discussions
7 I listen out for key ideas when someone is talking
8 When Im listening to someone, I try to anticipate what they will
say next.

Part 4

Always Sometimes Never Your

(10) (5) (0) Score
1 I get so weird about assignments that they make me feel ill.
2 This worry about assignments makes me depressed
3 I feel miserable about doing assignments

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4 I let these concerns about work, get on top of me.

5 When I need to work others always succeed in persuading me go
out.
6 I have difficulty in talking to others about my worries
7 I ignore my personal fitness through worrying about assignments
8 The stress of assignments causes me to get behind and I never
seem to catch up

Part 5

Always Sometimes Never Your

(10) (5) (0) Score
1 My notes indicates the main ideas, rather than merely repeat what
has been said
2 I listen for key ideas when listening to a speaker
3 I approach tutors for help
4 I organize or file my notes regularly
5 I re- write my notes under key ideas, headings using numbering or
lettering schemes
6 I have a shorthand technique on my own
7 I underline or highlight key ideas so they stand out
8 I decide before reading a book whether it is vital or background
reading
9. I go over a book before diving into chapter one
10. I check the contents page for relevance before reading a book
11 I look for summaries at the end of the chapter

Part 6

Always Sometimes Never Your

(10) (5) (0) Score
1 I see to it that I understand what is really being asked for in the
assignment /project
2 I read other references and read about the topic
3 I make an outline/plan before doing my assignments/project
4 I check for spelling mistakes
5 My essays have clear introductions
6 My essay have a conclusions
7 I frequently check back to the little during the writing of an essay
8 My essay/ research paper has a full set of references and
bibliography
9. I review/ project assignmentbefore submitting it
10. I request someone else to look at/ read my project/assignment
before submitting it.

Scoring :
The six parts of a questionnaire pertain to the following aspects of study habbits:
Part 1 : motivation

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Part 2: Organizing and planning your work

Part 3: working with others: 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:
Scoring for Part 1 Motivation
Score : 10 for always
5 for sometimes
0 for never
Feedback : scores form 55 to 80 mean that you do not appear to have many problems in getting
down to work and keeping to it.
: Scores from 31 to 50 mean that you sometimes get down to work but you can be
distracted, you might not always be certain why you have to work. You probably could benefit
from learning some techniques that helps you get down to work more consistently and keep at it.
: scores of 30 and below signifies that you really do have problems in getting down to
work. Unless you developed experiences as students throughout your life. You need to take
action.

Scoring part 2 organizing and planning your work

Score : 10 for always
5 for sometimes
0 for never
Feedback : Scores from 70 to 100 mean you are well-organized and plan ahead for your work.
: Scores from 40 to 65 mean you are not as well-organized as you can be. Your time
management may benefit from a closer analysis.
: Scores of 35 and below mean you have little organization, probably deal with things
as they happen, constantly doing things at the last time, often not getting work
completed. You need to take action.

Scoring for Part 3

Score 10 for Always
5 for Sometimes
0 for Never

Feedback :Scores from 55 to 85 mean you make full use of reso. available, listen well and take
an active part in seminars
:Scores from 35 to 50 mean you probably collect resources, ut vou need to ask yourself
how to use them more effectively
:Scores of 30 and below mean there are important resouroes around you that you are
ignoring. You may not be hearine much of what is being said. resources are 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.

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: 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 from 75 to 110 mean you prepare well and read efficiently, learning as you go.
You waste little time reading irrelevant materials.
:Scores from 45 to 70 mean your reading and note taking skılls are adequate, but could
be improved.
:Scores of 40 and below mean your notes are likely to be of little use to you, if they
exist at all. You spend a lot of time reading or sitting in but come home with very little. need to
becomne more selective in what you read or write down.
:You You need to take action.

Scoring for Part 6 Preparing an Assignment/Project.

Score: 10 for Always
5 for Sometimes
0 for Never
Feedback: Scores from 70 to 100 mean that your essays are out, researched and clearly written.
: Scores from 40 to 65 mean that there is room for improvement although
: 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 essay writing skills.
: Take action now.

EXPLORE

My Score in the Study Habits Questionnaire

Aspect of Study Habits My Interpretation
Score
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
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 in?
What aspects do you need to improve in? _________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.

EXPLAIN
What you just did while answering the questionnaire and analyzing your scores is an
exercise in metacognition. You stopped for a moment and thoe about how you study and learn.
weaknesses, then you wrote what it is that you can do to improve your stud. habits. Hopefully, this
will help you start to learn more efectively. The most important goal of education is to teach
students how to learm on their own. The quotation on the side margin stresses this. It is vital that
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students acquire the skills of how to learn; and that these skills enable them to learn 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 learning
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 dificulty with a topic you are studying, and you try out
diferent 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 successful
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),
metacognition consists of both metacognitive knowledge and metacognitive experiences or
regulation. Metacognition, simply put, is "thinking about thinking" or "learning how to learn". It
refers to higher order thinking which involves active awareness and control over the cognitive
processes engaged in learning. knowledge about cognitive processes, knowledge that can be used
to control cognitive processes. Flavell further divides metacognitive knowledge into three
categories: knowledge of person variables, task variables and strategy variables.
Person Variables. This includes how one views himself as a learner and thinker.
Knowledge of person variables refers to knowledge about how human beings learn and process
information, as well as individual knowledge of one's own learning processes. For example, you
may be aware that you study more effectively if you study very early in the morning than late in
the evening, and that you work better in a quiet library rather than at home wbere there are a lot of
things that make it hard for you to focus and concentrate.
Task Variables. Knowledge of task variables includes knowledge about the nature of the
task as well as the type of processing demands that it will place upon the individual. It is about
knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of
effort it wil1 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 effeçtive. think of various
strategies and try out one to see if it will hclp 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. is your awareness of memory
strategies that work best for you. If you think your strategy is not working, then you may Meta-
memory is your awareness of memory strategies that work best for you.
These three variables all interact as 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 successful
• 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, a 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 casier (task variable), 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 learning, then no metacognition has been applied.

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Catiningan, Socorro, Oriental Mindoro

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 learn this?
▪ What are some strategies and tactics that I can use to learn this?
▪ Did I understand what I just heard, read or saw?
▪ How will I know if I am learning at an appropriate rate?
▪ How can I spot an error if I make one?
▪ How should I revise my plan if it is expectations/satisfaction?

Metacognitive Strategies to Facilitate Learning

Researches such as that of Fang and Cox showed that metacognitive 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 learning. 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 refiect 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.
Metacognition involves knowledge and skills which you and your students can learn and master.
Here are some examples of teaching strategies to develop metacognition: (Work hard on
applying these strategies now in your role as a student. It will surely be a rewarding learning
experience for you.)
1. Have students monitor their own learning and thinking. (Example: have a student monitor
a peer's learning/thinking/behaving in dyad)
2. Teach students study or learning strategies.
TQLR - This can be taught to younger students (primary grades). It is a metacognitive
strategy before listening to a story or presentation.
T is for Tune in. It is first important for the learner himself to be aware that he is paying
attention, and that he is ready to learn.
Q is for Question. The learner is given questions or he thinks of questions about what he
will soon learn.
L is for Listen. The learner then intentionally exerts effort to listen. He becomes aware if
he is momentarily detracted and goes back to listen again.
R is for Remember. The learner uses ways or strategies to remember what was learned.

PQ4R This is usually for older students in the intermediate levels and onwards. This
strategy is used to study a unit or chapter.
P - Preview. Scan the whole chapter before delving on each paragraph. Check out the
objectives. Look for outlines 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. (But please
don't stop at the summary alone. No. No. No. This is not a good idea at all. Read the whole
chapter!)
Q-Question. Read the guide questions provided, or think of your own questions about the
topic.
R- Read. Check out sub headings as you read. Pay attention on words that are printed in
bold or italicized. Find out the meaning of words that are not clear to you. Use a marker or
colored pencil to highlight important words or phrases. (Do not highlight the whole
paragraph!)
R- Recite. Work on answering the questions you had earlier.

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R- Review. Pinpoint topics you may need to go back to and read in order to understand
better.
R- Reflect. Think about what you read. Is everything clear to you? What are the main
points you learned? How is this relevant or useful to you?
3. Have students make predictions about information to be presented next based on what
they have read.
4. Have students relate ideas to existing knowledge structures. (It is important to have
relevant k nowledge structures well learned.)
5. Have students develop questions; ask questions of themselves, about what's going on
around them (Have you asked a good question today'?)
6. Help students to know when to ask for help. (He/she must be able to self-monitor; require
students to show how they have attempted to deal with the problem of their own.)
7. Show students hovw to transfer knowledge, attitudes, values, skills to other situations or
tasks.
Novice and Expert Learners
In the the last twenty years, cognitive psychologists have studied the distinctions among
learners in the manner they absorb or process information. They are able to differentiate expert
learners from novice learmers. A very important factor that separates these two types of learners
mentioned is metacognition. Expert learners employ metacognitive strategies in learning. They are
more aware of their learning process as they read, study and do problem solving. adjust their
strategies to make learning more effective. Expert learners monitor their learning and consequently

The Table below shows the difference between a novice learner and an expert learner.

Differences Between Novice and Expert Learners

Aspect of Learning Novice Learners Expert Learners

Knowledge in different
subject areas
Problem solving
Learning/thinking Strategies
Selectivity in Processing
Production of output
Have limited knowledge in the Learners Have deeper
different subjcct areas knowledge in different subject
area because they look for
interrelationships in the things
they learn
Satisfied at just scratching the First try to understand the
surface; hurriedly gives a problem, look for
solution to the problem boundarices, and create a
mental picture of the problem
Employ rigid strategies that Design new strategics that
may not be appropriate to the would be appropriate to the
task at hand task at hand
Attempt to process all Select important information
information they receive to process able to breakdown
information to manageable
chunks
Do not examine the quality of Check their errors and redirect
their work, nor stop to make their efforts to maintain
revisions quality output.

EXTEND BY APPLYING
1. Conduct a metacognitive observation based on the procedures below: (Source: Prof.
Joanna M. Grymes, Ph.D. of Arkansas State University) Metacognitive Observation

• Interview 3 different children: one age 4-6, one age 7-9, one age 10 or older.
These will be semi-structured clinical interviews . Record the questions you ask
and the child's answers. You do not have to ask the questions exactly as they are posed

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below, but the questions should be very similar. Follow up with additional questions when
the children seem Remember to record any follow You do NOT have to rewrite the notes
you take while conducting the interviews, but you do need to hand them in.
Develop a list of 10 UNRELATED but common words. Take a familiar story (like
a fairy tale or fable) and rewrite it so it is OUT OF ORDER (it may help to actually write
out the story so that you do tell it out of order).

For a child in kindergarten or younger, follow this procedure.

Tell child that you are going to say a list of 10 words, and you want the child to
remember the words and you'll ask the child to repeat the list in a little while. Remind the
child to listen closely, and then say the list slowly (about one word every second or two).
Ask the child the following series of questions:
How many words do you think you will remember? What do you need to do to remember
the words? Are you good at remembering.
Do some filler questions (what are your favorite things, what do you like to do.. to
fill up about 5 minutes between giving the list and now).
Ask the child to list all the words you asked them to remember. Ask the child what
did they do to help them (record their list) remember? Did it work?
Tell the child that 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.
Bring a children's book of appropriate age. Using the book, ask the child questions
like, "where is the title of the book." where does it tell who wrote the book", "where's the
beginning and where is the end of the book". {These are essentially filler questions}.
Ask the child to retell the story. reminding him/her that he/she should retell it in the
order you told it.
Thank the child for helping you.

For a child in first grade or older, do the following:

Tell the child that you are going to say a list of 10 e words, child to repeat and you the list
in a little while. Remind the child to listen closely, and then say the list slowly (about one word
every second or two).
Ask the child the following series of questions:
How many words do you think you will remember? What do you need to do to remember
the words? Are you good at remembering? What kinds of things do you do to help you remember
things? Does your teacher given you? Do you remember some specific examplesof things you
have learned 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 nearing it, or by doing it? Does
your teacher help you figure out how you lean things best, or help you learn 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 list) 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 read, why or why not? Is there
something that could change at school that might make you like reading more (even more)? What
kinds of things do you read at school? Do you get to choose some of the things you read at school?
Do you read outside of school - if so, what do you like to read? Why do you prefer to read those
kinds of things/books? If you don't read outside of school, why?
Do you think reading is important? Many people think that reading will help you do better
in school - do you? Why or why not?
What kinds of things do you do when reading to make sure you understand what you are
reading? Has your teacher helped you learn ways to help you read better? To help you understand
and remember what you read?

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Ask the child to retell the story, reminding him/her that he/she should retell it in the order you told
it.
Thank the child for helping you.
For the child in the first grade or older, do the following:
Tell the child that you are going to say a listo of 10 words, and you want a child to
remember the words and youll ask the child to repeat the list in a little while. Remind the child to
listen closely, and they say the list slowly ( about one word or two).

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5 Minute Non- Stop Writing

Your 5 – Minute Non- Stop writing begins now!
From the Module on Metacognition, I realized that
Metacognition__________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________.

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