Scaling Up

PRIMALS Plus

Session __
Newswriting

Prepared by:

XHAUNN DEREK L. DONDONAY

Master Teacher II
Magsaysay Elementary School
SARANGANI DIVISION
REGION XII
Adopted from:
KEVIN HOPE Z. SALVAÑA
Regional Science Coordinator
Curriculum and Learning Management Division
Department of Education Caraga Regional Office

SHEILA C. BULAWAN
Education Program Supervisor
Curriculum and Learning Management Division
Department of Education Regional Office V

Objectives
At the end of the session, teachers should be able to:
1. identify where metacognitive prompts can be integrated in the SLM;
2. assess formative assessments in the SLMs where metacognitive prompts can be integrated;
3. appreciate the importance of metacognition in monitoring learning and learning management; and
4. design/create metacognitive tasks in SLMs.

Key Understandings
1. Metacognition or “awareness of one’s learning” is an executive system that enables top down control of information processing (Shimamura,
2000). It is a mental process consists of two simultaneous processes:a) monitoring the progress in learning and b) making changes and adapting one’s
strategies if one perceives he is not doing well
2. Integrating metacognitive prompts in the SLM help learners to monitor, evaluate, and manage their learning during self-directed learning.
Metacognitive components designed for every prompt have various functions from identifying one’s intellectual resources to debugging and evaluating one’s
learning. These prompts can be integrated in various parts of the SLM not necessary in assessment sections only.

Materials Time Allotment

● Session PowerPoint presentation 2 hours
● Zoom/Platform
● Jamboard/Padlet/Wheel of Names
● Self Learning Modules
● Internet

Alignment to the PPST

Domain 1: Content Knowledge and Pedagogy

● Strand 1: Content knowledge and its application within and across curriculum areas
● Strand 5: Strategies for developing critical and creative thinking, as well as other higher-order thinking skills.

Domain 2: Learning Environment

● Strand 5: Promotion of purposive learning
Domain 4: Curriculum and Planning
● Strand 1: Planning and management of teaching and learning process

Domain 5: Assessment and Reporting

● Strand 1: Design, selection, organization and utilization of assessment strategies
● Strand 2: Monitoring and evaluation of learner progress and achievement
● Strand 3: Feedback to improve learning
● Strand 5: Use of assessment data to enhance teaching and learning practices and programs

Alignment to the PPSSH

Domain 1 : Leading Strategically
● Strand 1.2 : School planning and implementation
● Strand 1.3 : Program Design and implementation
● Strand 1.7 : Monitoring and Evaluation process and tools
Domain 3 : Focusing on Teaching and Learning
● Strand 3.1 : School-based review, contextualization, and implementation of learning
standards
● Strand 3.2 : Teaching Strategies and Pedagogies
● Strand 3.4 : Learner achievement and other performance indicators
● Strand 3.5 : Learning assessment
Domain 4 : Developing Self and Others
● Strand 4.2 : Professional reflection and learning

References
Department of Education, Policy Guidelines on Classroom Assessment For the K to 12 Basic Education Program, D.O. No. 08. s., 2015

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Department of Education. DepEd Order No. 42, s. 2017. National Adoption and Implementation of the Philippine Professional Standards for Teachers
Department of Education. DepEd Order No. 24, s. 2020. National Adoption and Implementation of the Philippine Professional Standards for School Heads
Magno, C. (2009). The Role of Metacognitive Skills in Developing Critical Thinking
Magno, C. and Ocampo, J. (2018). Can Students Value for Formative Assessment Develop their Academic Self-Regulation and Grit?
Magno, C. (2021). “PRIMALS + Session 4: Developing Metacognition Through Formative Assessment” An Online learning session delivered during the National
Orientation of Chief Trainers for Scaling Up PRIMALS Plus. June 24, 2021
Magno, C. and Lizada, G. (2015). Features of Classroom Formative Assessment
Schraw, G. and Dennison, R. (1994). Assessing Metacognitive Awareness retrieved from cehdclass.gmu.edu/nadabbagh/Resources/IDkb/bloomstax.htm
Straw, Gregory, et. al. Assessing Metacognitive Awareness. Department of Education Psychology, University of Nebraska at Lincoln

Procedure (2 mins.)
Note to the facilitator: Via Zoom/Google Meet click “share screen” button to show the session PowerPoint presentation.
Say: Good day everyone. I am __(state your name)__ from __(state your office or station)___. Welcome to an exciting LAC session. Our topic for
today is “Creating Metacognitive Tasks in the Self Learning Modules”. This is adapted from the session titled Developing Metacognition
Through Formative Assessment” delivered by Dr. Carlo P. Magno during the Online National Chief Trainer’s Training on Scaling Up PRIMALS
Plus” This session will lead us to revisit and evaluate the activities and assessments in the existing SLMs. This will also lead us to understand the
importance of metacognition in formative assessment. Before we start, let us take note of the following session objectives: (present the above
mentioned session objectives to the participants)

Introduction (2 mins.)
Say: This session focuses on revisiting assessments in the existing SLMs and giving feedback on its authenticity and level of cognition. We will
also assess the end purpose of the teacher in crafting the assessments, be it a diagnostic, formative or summative. As you go along assessing the
activities and assessments in the modules, I know that you will surely appreciate and will be learning a lot about crafting formative assessment
with metacognition. Let us take note that when we give assessment, we are not only after the accumulation of concepts but to teach the learners to
think of other ways to solve problems.

Activity 1: Nilalaman, Balikan! (10 mins.)

Say: Correct integration of metacognitive prompts in the SLM begins with the analysis of how each part of the SLM works in concept development.
With this, let us revisit our SLMs. Take note of the box below or you may screenshot this for your reference. The first column contains the parts of
the SLMs. All you have to do is to write its purpose in column 2. You may open any SLMs of your choice during this activity. I will group you
according to your learning area. If your learning area uses English as a medium of instruction, use the English-based table. Otherwise, use
Filipino. Each group shall assign one documenter who will screen share and type the group’s outputs, and one presider who will facilitate the
breakout session’s engagements. To join in your breakout session room, click the breakout session button in the bottom part of your screen, then
select your learning area.

English Purpose Filipino Purpose

What I need to know Informing learners of the Alamin Layunin na ipaalam sa mga mag-aaral ang
objectives layunin ng session/leksiyon

What I Know Subukin

What’s in Balikan

What’s new Tuklasin

What is It Suriin

What’s more Pagyamanin

What I have learning Isaisip

What I can do Isagawa

Assessment Tayahin

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Say: Were you able to finish the activity on time? Anyone who would like to share their work?
Note for the facilitator: Limit the presentation to two groups only--one for English-based output and one for Filipino-based output. Other groups
will be called later to answer the analysis questions.
Say: Thank you so much for sharing your work group __(state the name of group or learning area)__.

Analysis (10 mins)

Say: Now let us analyze further the activity that we had by answering these questions. I want groups __ (call the group names)__ to answer
question numbers 1, 2, and 3, respectively.
Note for the facilitator: Flash the questions on the screen so that participants have enough time processing the answers. The analysis questions
above should be given to other groups or learning areas who were not able to present their outputs.
1. When you were crafting/studying the SLMs at the start of the remote learning, were you aware of the purposes of its part? Where do
you find the assessment part?
2. What can you say about how the formative assessment was crafted? Were there parts in the assessments which provide feedback or
processing to learners’ answers?
3. Do the assessments in the SLMs allow learners to monitor, evaluate, and manage their learning? Do you think there is a need to
enhance the assessment tasks?
Say: I am glad that you were able to reflect the importance of every part of the SLM to the progress of the learner's performance. Assessment is
evident from the start, at the middle, and end of the lesson (before, during and after). It is an ongoing process of identifying, gathering, organizing
and interpreting quantitative and qualitative information about what learners know and can do. But these formative assessments should allow
learners to monitor, evaluate, and manage their own learning. And we can do this by integrating our formative assessments with metacognitive
prompts.

Activity 2: Nakakapanibago, pero bongga sa pagkatuto! (15 mins)

Say: Let us now understand how metacognitive prompts work in the lens of our learners. In our second activity, you will take the learners’ role in
answering Science 7 SLM on the topic elements and compounds. I would like to ask __(call a participant)__ to read the selection on the slide.
Elements and Compounds are all around us. Elements are made up of atom or atoms of the same kind. They are the simplest type of matter and
cannot be broken down into components. Each element is made entirely from one type of atom. Each element is unique, and no two elements
have the same set of properties. Some are in the same state, but they have different properties. Some elements are metals like iron, gold, and
silver. Others are nonmetals like Nitrogen, Oxygen and Hydrogen. There are elements that are metalloids like Boron, Silicon and Germanium.
Compounds are combinations of two or more elements like water which is a combination of Hydrogen and Oxygen; salt which is made up of
sodium and chlorine; and rusts formed when an iron reacts with oxygen. Compounds can be broken down into its components through a chemical
process and formed when two elements are combined. It has unique properties that are different from the properties of the elements that make
them up.
Say: After reading the text, I will divide you into three (3) groups. Group 1 will identify the elements mentioned in the text. Group 2 will identify the
compounds. While Group 3 will describe the characteristics of the two using a Venn Diagram. You will be provided with a Google Slide to work on
with your assigned question. The link is pasted in our chat box. You have five (5) minutes to do this in your breakout room. Once the notice to join
the breakout room appears on your screen, please click “join”.
After 5 minutes...
Say: Group 1, can you name the elements mentioned in the text? [Group 1 reads their answer]
Say: How about the compounds, Group 2? Can you identify them please? [Group 2 reads their answer]
Say: After reading the text, what are the words or statements that you do not understand or that are unclear to you. Can I hear the answer of
__(call a participant either from Group 1 or 2)__? What will you do now to clarify these difficult words or statements?
Note for the facilitator: While Groups 1 and 2 are giving their answers orally, display the slide showing the text on elements and compounds.
Say: Thank you Groups 1 and 2. Now let us hear the answer of Group 3. [Group 3 presents and reads their answer using the Venn Diagram]

Say: Group 3, was your task helpful for you to understand the difference between a compound and an element? Can I hear from __ (call a
participant from Group 3)__. In what way was this helpful?
Note to the facilitator: Make sure that the responses of the participants lead to the appreciation that metacognitive tasks help learners monitor,
manage, and evaluate their own learning.

Analysis (10 mins)

Say: The activities that you have recently accomplished are actually found in Grade 7 SLM (Display the slide containing the screenshot of “What is
It”, and the screenshot of “What’s More”).

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Note for facilitator: Call participants to differentiate the original activities in the SLM to the activities with metacognitive prompts. You may use the
follow-up questions below to build on the analysis why these metacognitive prompts are important.

1. Which of the two activities is more effective in terms of concept retention? Why?
2. Which of the two activities allow learners to monitor their learning? Why?
3. Which of the two activities help learners evaluate and manage their own learning as they approach answering the activities? Why?
Note for the facilitator: As you ask the questions above, display the slide containing the screenshot of the original “What is It” and “What’s More”
side by side with their improved versions containing the metacognitive prompts.

Say: I am so happy that you were able to appreciate the function of metacognitive prompts in our formative assessments and its importance in
helping our learners monitor, manage, and evaluate their own learning. Now let us bring your learnings to a more personal and professional
perspective.

Abstraction (10 mins.)

Say: From the activities we have accomplished, what are your realizations and how these realizations will change you as a learning resource
writer or as a learning facilitator. Use your raise hand button and unmute your microphone to share.
Note for the facilitator: Encourage other participants to use the chat box. For processing, always bring the statements of the participants back to
the key concepts.
Say: Thank you so much participants in bringing our topic closer to our hearts. Let us always remember that SLMs are our primary learning
resources in light of the BE-LCP. These materials are inanimate, thus the best way we can transform SLMs into thought-processing learning
material is to inject metacognitive prompts.

Application (60 mins.)

Say: To apply your learning for this session, you will integrate metacognitive prompts in the formative assessments found in your SLM. You shall
do this activity in 30 minutes only. Here are the instructions (display the slide containing the instructions and read them).
1. You will be grouped by learning area.
2. In your breakout session, select a group facilitator, encoder and a reporter.
3. Decide what grade level you will work on and select five (5) parts of the SLM with formative assessment where you can incorporate the
metacognitive prompts.
4. Include the specific metacognitive skills being developed.
5. After 30 minutes, groups will be randomly called for a presentation using the Wheel of Names online app.
Note for the facilitator: Sharing of output is limited only for 20 minutes. In wheelofnames.com, spin the virtual wheel containing the learning areas

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to determine the sequence of group presentation. Use the questions below for processing participants’ outputs (Use these questions at the onset
of the participant’s presentation. Select as appropriate.):
● Do you think you have identified the correct metacognitive type? How did you determine the metacognitive type or component?
● How do you expect learners to process their own thinking the moment they read this metacognitive prompt? If that is so, how will you
revise this metacognitive prompt?
Say: With your outputs, I am confident that the way you design your formative assessments will no longer be the same as before. I hope that our
application on integrating metacognitive prompts in SLM will also extend when we design formative assessments for other distance learning
delivery modalities.

Closing (2 mins.)
Say: For your exit ticket, I want you to write your takeaways in the padlet about the use of metacognitive prompts in our formative assessments.
The link is found in the chat box. After our session, I will provide feedback to your written insights. Before we depart, I will leave you this quote from
Margaret Maed, “Children must be taught how to think, not what to think.” Thank you so much for listening!
Note to the facilitator: Present this slide while reading the quotation.

Note for the facilitator: After your 2-hour session, read some of the insights in the padlet and provide appropriate feedback to the participants.