Sorsogon State University

MODULE
Castilla Campus
FACILITATING LEARNING
1
FACILITATING LEARNING: INTRODUCTION

In this module, challenge yourself to attain the following learning outcomes:

1. Explain metacognition in your own words

2. Apply metacognitive strategies in your own quest for learning as a novice or an
expert learner.

INTRODUCTION:
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 form the very beginning.

Metacognition is the ability to think about and regulate one’s own thoughts.
Teaching metacognitive strategies can improve learners’ performance at school. This
makes it a good, evidence-based target for intervention.

A simplified definition of metacognition is “thinking about thinking”, but

metacognition also encompasses the regulation of these thoughts – the ability to
change them. It is a step further than simple awareness of thought processes,
incorporating the ability to alter thoughts and behaviours. Explicitly teaching learners
strategies for metacognition has been shown to lead to improvements in attainment.

Professional Education 10
B : Marianne Miranda
y
 Sorsogon State University
MODULE
Castilla Campus
FACILITATING LEARNING
1

Name: _______________ __________Work sheet No.

________________________

Year&Section: _________ __________Date: ___________

SCORE_______________

Learning Activity

A. Answer the following questionnaire. * Put a check in the column that best
describes what is true to you. Please be honest .
Part 1
ALWAYS SOMETIMES NEVER YOUR
(10) (5) (0) SCORE
I exert effort to find out why I need to
1
do a particular task.
2 I reward myself when I work
I see to it that I give myself regular
3
breaks from work.
I am able to keep my concentration
4
and does not let my mind “drift away”

Professional Education 10
By: Marianne Miranda
 Sorsogon State University
MODULE
Castilla Campus
FACILITATING LEARNING
1
5 I have ways of dealing with
distractions.
6 I am willing to do the work I do not
enjoy because I see it as important.
I seek clarification from the teacher
7
about her expectations and standards.
I go tutorials to improve my school
8
work.
Part 2
ALWAYS SOMETIMES NEVER YOUR
(10) (5) (0) SCORE
I make weekly timetable for the school
1
work I need to accomplish.
I make a review schedule for
2
examination.
I plan to get necessary resources and
3
equipment prior to starting work.
4 I submit all my assignments on time.
I have a place to work where I won’t
5
be disturbed.
I have a time for family commitments
6
and relaxation as well as studying.
I prioritize task which should be done
7
first, second and so on.
8 I make list things to do.
I make a list of valuable references
9 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
I discuss work assignments with other
1
students.

Professional Education 10
B : Marianne Miranda
y
 Sorsogon State University
MODULE
Castilla Campus
FACILITATING LEARNING
1
2 I share resources with other students.
3 I keep cuttings from newspapers and
magazines which may be of help to me.

I make sure I see TV programs which

4
may be useful.
I read the topic assigned before a
5
session.
I ask question and generally take part
6
in group discussions.
I listen out for key ideas when
7
someone is talking.
When I am listening to someone, I try
8
to anticipate what will say next.

Part 4
ALWAYS SOMETIMES NEVER YOUR
(10) (5) (0) SCORE
I get so worried about assignments
1
that they make me feel ill.
This worry about assignments makes
2
me feel depressed.
I fell miserable about doing
3
assignments.
I let these concerns about the work get
4
on top of me.
When I need to work, others always
5
succeed in persuading me to go out.
I have difficulty in talking to others
6
about my worries.
I ignore my personal fitness through
7
worrying about my assignments.
The stress of assignments causes me to
8 get behind and I never seem to catch
up.

Professional Education 10
By: Marianne Miranda
 Sorsogon State University
MODULE
Castilla Campus
FACILITATING LEARNING
1
Part 5
ALWAYS SOMETIMES NEVER YOUR
(10) (5) (0) SCORE
My notes indicate the main ideas,
1 rather than merely repeat what has
been said.
I listen for key idea when listening to a
2
speaker.
3 I approach tutors for help.
4 I organize or file my notes regularly.
I re-write my notes under key ideas,
5 headings, using numbering or lettering
scheme.
6 I have shorthand technique of my own.
I underline or highlight key ideas so
7
they stand out.
I decide before reading a book whether
8
it is vital or background reading.
I go over a book before dividing into
9
chapter one.
I check the contents page for relevance
10
before reading a book.
I look for summaries at the end of
11
chapters.
Part 6
ALWAYS SOMETIMES NEVER YOUR
(10) (5) (0) SCORE
I see to it that I understand what is
1 really being asked for in the
assignment/project.
I read other references and read about
2
the topic.
I make an outline/plan before doing my
3
assignment/project.
4 I check for spelling mistakes.

Professional Education 10
B : Marianne Miranda
y
 Sorsogon State University
MODULE
Castilla Campus
FACILITATING LEARNING
1
5 My essays have clear introductions.
6 My essay have a conclusion.
I frequently check back to the title
7
during the writing of an essay.
My essay/research paper has a full set
8
of references and a bibliography.
I review project/assignment before
9
submitting it.
I request someone else to look at/read
10
my project /assignment

Professional Education 10
By: Marianne Miranda