COLLEGE OF TEACHER EDUCATION

GALORIO, DIVINE GRACE V.

BEEd-III

Unit 2: METACOGNITION: Thinking about Thinking

Lesson 1 : Metacognition and Metacognitive Knowledge (3 hours)

LEARNING OUTCOMES
At the end of the lesson, the student must have:
1. Explained the meaning of metacognition and metacognitive
knowledge;
2. Determined metacognitive knowledge required in a specific
competency; and

LEARNING ACTIVITIES

Activity 1: Identify if the following thoughts are more a declarative, procedural, or conditional
knowledge.
1. I know that the context of this problem is not suited to the theory. Conditional Knowledge
2. There are three ways to solve this problem. Procedural knowledge
3. This fact is essential to recall for the situation presented. Conditional Knowledge
4. ROYGBIY makes it easy for me to remember the colors of the rainbow. Declarative knowledge
5. This is an irregular verb, thus, adding –ed to the word to make it past tense does not apply. Declarative
knowledge
 COLLEGE OF TEACHER EDUCATION

Activity 2:
1. Why is metacognition important to a teacher and a learner?

- Metacognition is important to a teacher and a learner because based on research shows metacognition
increases student motivation because students feel more in control of their own learning. Students who
learn metacognitive strategies are more aware of their own thinking and more likely to be active
learners who learn more deeply. The use of metacognitive thinking and strategies enables students to
become flexible, creative and self-directed learners. Metacognition particularly assists students with
additional educational needs in understanding learning tasks, in self-organizing and in regulating their
own learning. And it enables teachers to gain awareness about and control over how they think and
teach, and to monitor, evaluate, and adjust their instructional practices in accordance with specific
students, goals and contexts. For enables teachers to design instruction that will develop and activate
their students’ metacognition, enabling them to be aware of what they know and do not know, and take
action to address flaws or gaps in what they know.

2. Is prior knowledge essential in developing metacognitive knowledge? Justify your answer

- I think yes, prior knowledge is essential in developing metacognitive knowledge because metacognition
is an important aspect of learning. Metacognition refers to awareness of our own Knowledge, (what we
know or don’t know), is the ability understands and control our cognitive processes.  Metacognition
skills begin to develop between ages 5 to 7 years and continue through the rest of their school
years. Through metacognition we are able to know when to use particular strategies to solve a problem.
Metacognition allow us to use our prior knowledge to solve a problem, or come up with strategies
allowing us to complete a task.  Metacognition develops gradually, with experience building more
knowledge. Metacognition is also referred as “thinking about thinking” which help students learn to use
their prior knowledge to increase their learning.

3. Using available search tools, read about organization, rehearsal, and elaboration strategies as learners’ aid
to enhance the content of the metamemory. With the diverse types of learners in the classroom, how would
you use these strategies to benefit your learners?

- With a wide variety of students in the classroom, I can use a variety of organization, rehearsal, and
elaboration techniques to help students enhance metamemory content. for example, I can use the
graphic organizer to make it easier for students to understand my lesson to be taught. because based
on the meaning of Graphic organizers are visual illustrations displaying the relationship 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. this will help to better
 COLLEGE OF TEACHER EDUCATION

understand the content of the lesson. and because each student's learning styles are different, i will use
different strategies such as group by learning style not ability, encourage active learning and Embrace
small group and learning stations. so that they can understand them better