Module 1 [Document

subtitle]

Metacognition
 Capitol University
College of Education
Cagayan de Oro City
Center of Development for Teacher Education”
 BIOGRAPHY

I am Gretchel G. Cabanada, thirty one years old, and was born on December 26,
1987 at Bagong Silang, Maramag Bukidnon. I was also known as “Chingching” in our
place a nickname given by my parents. I have seven siblings two of them are male and
five are female. I would say that I belong to a poor family because I used to sell vegetables
in the market during my elementary, high school and college days. I used to do those
things just to help my parents sustain our daily needs for our food and for my school. It
was really so hard to live like your lucked of money to sustain your daily needs. Day to
day is a struggle for me, I usually go to school with no money at all, but this serves as my
inspiration to work hard and to finish my studies in order to uplift my life in the future and
for me to be able to help my parents and siblings.
I first took up Bachelor of Science in Commerce at St. Peter’s College of
Balingasag hoping that it will work out well. But unfortunately, I was not able to pursue
my studies because my parents asked me to stop from schooling for a reason that they
could no longer afford to send me to school. I really cried a lot knowing that my goals are
falling into pieces. And I told myself to look for a better ways to go back to school again
when I earn money from work. I am determined enough and always encourage myself
that God has better plans for me in the future. Way back then I meet the father of my kids
he is the one encouraging me to go back to school for he sees in me the determination
and capability to do such thing. At first I was a bit hesitant, knowing that my classmates
will be a way younger than me because it was seven years since the last time I visit
school. Only then I realized that what I will be doing is for my kids since I already have
two child that time. It was hard at first yet challenging to be a mother of two and a student
as well. Through my determination I was able to do my responsibility being a parent to
my kids and finished all my tasked in school. I study during night time when my children
are sleeping soundly. I was always reminded by my personal motto in life “If others can
do why can’t I”. It may be too late to go back to school again but this doesn’t mean I
should stop believing in myself. And I am so grateful to finish my baccalaureate degree
at Phinma- Cagayan de Oro College, with the degree of Bachelor of Science in Business
Administration major in Marketing Management. Right after graduating on April 4, 2016 I
secure a job at Northpoint Manpower Services as a Warehouse staff assigned at Steag
State Power Inc. one of the biggest electric company in Mindanao, I had worked with
them for a year. After that I decided to stop working for my youngest son. I decided to
engage myself into business since it is my field of specialization, sadly my business does
not turn out well.
 At first teaching is never really my option because for me it is hard to handle a
person’s behavior the fact that we all have differences in terms of attitude. But I prove
myself that I am wrong when I started my career as an English as a Second Language
teacher (ESL). I am currently working as a home-based tutor for both kids and working
adult online. Since then I love my craft being a teacher, handling different ages and
behavior. And for me my day to day experience with my student is really amazing. I am
able to share my experiences with them the same thing as they do. Teaching is now my
avenue for learning, because I believe that learning is a never ending process.
When I started teaching my life seems to be fulfilling in a way that I am able to
extend service towards my students. I laugh together with my students, I also sing with
them, and even to dance which I do not do my entire life. I would say that life as a teacher
is a challenging one, because it is never easy to please someone’s behavior. There are
times that I am not feeling well and that I am so sickly, but because I love my craft so
much that I always exert a great effort of having my work well. And that is the spirit of a
teacher. To be more considerate of the situation most specially to look after the students
benefit. It is our first duty as a teacher to serve the student in a manner they deserve. In
the four corner of the classroom the students look after as their teacher as a second
parent. Being a teacher it is our responsibility to feed the students with all the information
they need that will help them in becoming an expert learner in the future.
A mother a partner and a teacher that is my top priority as of now. The reason why
I pursue of having a certificate for teaching because of my passion. I wanted to serve my
countrymen and to be a role model to my student.
 MODULE 1

METACOGNITION
 Introduction

Metacognition refers to the ability to think and to regulate one’s own thoughts. A
simplified definition of metacognition is “thinking about thinking” or learning how to learn”.
It refers to higher order thinking and also involves active awareness and control over the
cognitive process engaged into learning. Meanwhile, metacognitive knowledge refers to
the acquired knowledge about cognitive processes, knowledge that can be used to control
cognitive processes. It also involves learning processes and beliefs about how you learn
and think how others learn, learning on how you are going to process information,
strategies that you develop and how possibly you will use them. This form of approach is
particularly appealing target for improving learning because it does not require expensive
specialist equipment, and is thought to create a biggest impact towards the students. John
Flavell who is typically seen as the founding scholar of the field he further divides
metacognitive knowledge into three categories: knowledge of person variables, task
variables and strategy variables.
According to Flavell (1979). Metacognitive experience can also be a “stream of
consciousness” process in which other information, memories, or earlier experiences may
be recalled as resources in the process of solving a current-moment cognitive problem.
Metacognitive experience also encompasses the affective response to tasks. Success or
failure, frustration or satisfaction, and many other responses effect the moment-to-
moment unfolding of a task for an individual, and may in fact determine his interest or
willingness to pursue similar tasks in the future. Flavell underscored the overlapping
nature of metacognitive knowledge and metacognitive experience.
Metacognitive goals and tasks are the desired outcomes or objectives of a
cognitive venture. This was Flavell's third major category. Goals and tasks include
comprehension, committing facts to memory, or producing something, such as a written
document or an answer to a math problem, or of simply improving one's knowledge about
something. Achievement of a goal draws heavily on both metacognitive knowledge and
metacognitive experience for its successful completion (Flavell, 1979).

METACOGNITIVE STRATEGIES TO FACILITATE LEARNING

Researchers showed that metacognition awareness was evident in preschoolers
and in student as young as eight. They are more aware and reflective of their own
learning. In some ways students are more conscious of how are they going to learn on
their own. Teachers must be encourage to apply a lot of activities in order to encourage
a student’s capability to reflect on their own. With the help of metacognitive strategies it
will really test how the student respond on to a certain task given to him or her.
Metacognitive strategies are designed to monitor cognitive progress.
Metacognitive strategies are ordered processes used to control one's own cognitive
activities and to ensure that a cognitive goal (for example, solving a math problem, writing
an effective sentence, and understanding reading material) have been met. A person with
good metacognitive skills and awareness uses these processes to oversee his own
learning process, plan and monitor ongoing cognitive activities, and to compare cognitive
outcomes with internal or external standards. Flavell (1979) indicated that a single
strategy can be invoked for either cognitive or metacognitive purposes and to move
toward goals in the cognitive or metacognitive domains. He gave the example of asking
oneself questions at the end of a learning unit with the aim of improving knowledge of the
content, or to monitor comprehension and assessment of the new knowledge.
Here are some examples of teaching strategies to develop metacognition:
1. Have students monitor their own learning and thinking.
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 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.

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 chapter.

P- Preview. Scan the whole chapter before delving on each paragraph. Check
out the objectives. Look 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.

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 the words that are not clear
to you. Use marker or colored pencil to highlight important words or phrases.

R- Recite. Work on answering the questions you had earlier.

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.
5. Have students develop questions; ask questions of themselves, about what’s
going on around them
Answer the following questionnaire. Put a check in the column that best describe
what is true to you.
Part 1
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

form work.
4 I am able to keep my concentration and
does not let my mind drift away.

5 I have ways of dealing with distractions.

6 I am willing to do the work I do not enjoy
because I see it is 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 I need to accomplish.
2 I make a review schedule for
examination.

3 I plan to get the necessary resources

and equipment prior to starting work.
4 I submit all my assignment on time.

5 I have a place to work where I won’t be

disturbed.

6 I have time for family commitments

and relaxation as well as studying.
7 I have prioritize tasks which should be
done first, second and so on.

8 I make lists 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 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
session.
6 I ask a questions and generally take
part in group discussions.
7 I 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
( 10) (5) ( 0) Score
I get so worried about assignments
that they make me feel ill.
This worry about assignments makes
me feel depressed.
I feel miserable about doing
assignments.
I let these concerns about the work
get on top of me.

When I need to work, others always

succeed in persuading me to go out.
I have difficulty in talking to others
about my worries.
I ignore my personal fitness

I ignore my personal fitness through

worrying about assignments.
The stress of assignments causes me
to get behind and never seem to catch
up.

Part 5
Always Sometimes Never Your
( 10) (5) ( 0) Score
1 My notes indicate 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 areas,

headings using numbering or lettering
schemes.
6
I have a shorthand technique of my
own.
7 I underline a 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.
 10 I check the contents page for
relevance before reading a book.

11 I look for summaries at the end of

chapters.

Part 6
Always Sometimes Never Your
( 10) (5) ( 0) Score
I see to it that I understand what is
really being asked for in the
assignment/ project.
I read other references and read about
the topic.
I make an outline/ plan before doing
my assignment/project.
I check for spelling mistakes.

My essays have clear introductions.

My essay have a conclusion.

I frequently check back to the title

during the writing of an essay.
My essay/ research paper has full set
of references and bibliography.
I review project assignments before
submitting it.
I request someone else to look at /
read my project/ assignment before
submitting it.

Scoring:
The six parts of the questionnaire pertain to the following aspects of study
habits.
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.

Use the scoring below

Scoring for Part 1 Motivation

Score: 10 for Always
5 for Sometimes
0 for Never

Feedback:
o Scores from 55 to 80 mean you do not appear to have many problems in
getting down to work and keeping to it.
o 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
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
help you get down to work more consistently and keep at it.
o Scores of 30 and below signify that you really do have problems in getting
down to work. Unless you develop skills in this area you are likely to have
many unsatisfactory experiences as a student throughout your life.
You need to take action.

Scoring feedback Part 2 Organizing and planning your work

Score: 10 for Always
5 for Sometimes
0 for Never

Feedback:
o Scores from 70 to 100 mean you are well- organized and plan ahead from
your work.
o Scores from 40 to 65 means you are not as well – organized as you can be.
Your time management may be benefit from a closer analysis.
o Scores 35 and below mean you have a little organization, probably deal with
things as they happen, constantly doing things at the last minute, 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
o Scores from 55 to 85 make full use of resources available, listen well and
take an active part in seminars.
o Scores from 35 to 50 mean you probably collect resources, but you need to
ask yourself how to use them more effectively.
o Scores of 30 and below mean there are important resources around you
that you are ignoring. You may not be hearing much of what is being said.
You need to know what resources 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 Always
5 for Sometimes
0 for Never

Feedback:
o Scores from 65 to 80 mean that although you sometimes get stressed and
worried you have the skills of knowing how to minimized problems. And look
after yourself.
o Scores from 40 to 65 mean that you handle your anxieties and concerns
moderately well but could develop skills to manage them more effectively.
o Scores from 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:
o Scores from 75 to 110 mean you prepare well and read efficiently, learning
as you go. You waste little time reading irrelevant materials.
o Scores from 45 to 70 mean your reading and note taking skills are
adequate, but could be improved.
o Score of 40 and below mean that your note are likely use to you, if they exist
at all. You spend a lot of time reading or sitting in but come home with very
little. You need to become more selective in what you read or write down.
You need to take action.
Scoring for Part 6 Preparing Assignment/Project
Score: 10 for Always
5 for Sometimes
0 for Never

Feedback:
o Scores from 70 to 100 mean that your essay are well thought out, research
and clearly written.
o Scores from 40 to 65 that there is room for improvement although you do
demonstrate some skills.
o Scores from 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.

My score in the Study Habits Questionnaire

Aspect of Study Habits My Score Interpretation
Part 1 Motivation 60 I do not have a
problem to get
into work

Part 2 Organizing and Planning Your Work 80

Part 3 Working with Others, Utilizing Resources and 55
Feedback
Part 4 Managing School Work Stress 50
Part 5 Note taking and Reading 85
Part 6 Preparing an Assignment/Project 70

Based on the above score provided I am an intermediate type of a learner. I am

not a novice nor an expert type of learner. I personally answer it in an honest manner. I
know I need for a continuous learning in order to develop myself into a better one. The
entire course taught me a lot including to discover my strength and weaknesses deeper.
What is a novice learner?
A novice learner is a person who just started learning or doing something. This
type of learner is characterized as eager, enthusiastic, motivated, lack of flexibility, afraid,
uncertain, and has limited understanding. A novice learner is so much eager to learn new
things and exerts effort of discovering it. They always stop to evaluate their
comprehension of the material. They are the type of learner that do not examine their
work or even to stop making revisions as they go along. They are also satisfied merely
having the work done in a scratching surface, rather than making an attempt on examining
a problem in depth, instead they hurriedly gives a solution. They do not always see the
relevance of the topic themselves. In the same manner a novice learner lacks mental
representations of a successful performance.

What is an expert learner?

An expert type of learner has a deeper knowledge in different subject areas
because they look for interrelationships in the things they learn. They always first try to
understand the problem, look for boundaries, and create a mental picture out of the
problem. They are strategic, goal-directed learners. They formulate plans for learning,
devise effective strategies and tactics to optimize learning; they organize resources and
tools to facilitate learning; they monitor their progress toward mastery; they recognize
their own strengths and weaknesses as learners; and they abandon plans and strategies
that are ineffective. An expert learner are more resourceful, knowledgeable learners.
They bring considerable prior knowledge to new learning; they activate that prior
knowledge to identify, organize, prioritize and assimilate new information. They recognize
the tools and resources that would help them find, structure, and remember new
information; and they know how to transform new information into meaningful and useable
knowledge. They are also purposeful, motivated learners. Their goals are focused on
mastery rather than performance; they know how to set challenging learning goals for
themselves and how to sustain the effort and resilience that reaching those goals will
require; they can monitor and regulate emotional reactions that would be impediments or
distractions to their successful learning.
 Reflection:
The subject matter talk about the best strategies to develop a learners
metacognitive skills. Learners develop their cognitive abilities through the help of those
strategies being mentioned. Thus, teacher themselves plays vital role in developing a
student’s cognitive abilities. There are students also who discover and develop their
cognitive abilities on their own. Metacognition is vital for helping students become self-
directed learners. It will help them navigate the complexities of a changing world as they
engage in creative work. Students have a clear picture of what they need to accomplish.
However, this goes beyond simply reading instructions. It includes the ability to
integrate prior knowledge with new knowledge and make connections between direct
instruction and a new tasks. In the second phase, students evaluate their own strengths
and weaknesses. Afterward, students plan out their approach. In some cases, students
might visualize where they need to be and what they need to do to get there. However,
it’s interesting that experts tend to spend more time in planning than novices but are more
effective in implementation, because novices experience more initial mistakes.
Students then take action and apply the strategies and monitor their progress,
which leads to the next phase, where they reflect on their learning and adjust their
approach. Therefore, metacognition helps to assess whether a learner himself is a novice
or an expert type of learner.
Learner centered classroom

A learner-centered classroom,
students are the focus of education,
while teachers facilitate learning
and help students reflect and
become responsible for their
education.

This
includes explaining
to the students how
the learning roles
and responsibility
is expected in a
learner centered
classroom that will
allow them to better
meet their learning
and goals.