Eugenio Chapter2 Profed3

Eugenio, Jhoana Marie m.
BSED MATH 1-D

CHAPTER 2
Activity 1 (page 20): Use the Frayer vocabulary definition model to explain the three metacognitive
knowledge (e.g., declarative knowledge as shown below). With this as a guide, explain your definition to
the class.
Definition: refers to acquired knowledge about Characteristics:
cognitive processes, knowledge that can be Personal variables. The knowledge of yourself as
used to control cognitive processes. Flavell a thinker and learner.
further divides metacognitive Task variability. Refers to the knowledge you
knowledge into three categories: knowledge of have about objectives and all
person variables, task variables and strategy the characteristics that relate to their difficulty.
variables. Strategic variables.
METACOGNITIV
E KNOWLEDGE
Examples: include planning how to approach a Non-examples:
learning task, using appropriate skills and
strategies to solve a problem, monitoring one's
own comprehension of text, self-assessing and
self-correcting in response to the self-
assessment, evaluating progress toward the
completion of a task.
Activity 2 (page 20): Identify if the following thoughts are more a declarative, procedural, or conditional
knowledge. Write your answers on a separate sheet of paper.
1. I know that the context of this problem is not suited to the theory. CONDITIONAL
2. There are three ways to solve this problem. PROCEDURAL
3. This fact is essential to recall for the situation presented. DECLARATIVE
4. ROYGBIV makes it easy for me to remember the colors of the rainbow. DECLARATIVE
5. This is an irregular verb, thus, adding -od to the word to make it past tense does not apply.
PROCEDURAL
CHALLENGE (page 20)

1. Why is metacognition important to a teacher and a learner?
- The use of metacognitive thinking and strategies enables students to become flexible,
creative and self-directed learners. The teaching and support of metacognitive skills in the
classroom not only allows learners to learn more effectively, but it also improves cognition
in all students at all levels of ability.
2. Is prior knowledge essential in developing metacognitive knowledge? Justify your answer
- Metacognition is one's ability to use prior knowledge to plan a strategy for approaching
a learning task, take necessary steps to problem solve, reflect on and evaluate results, and
modify one's approach as needed.
3. Using available search tools, read about organization, rehearsal, and elaboration strategies
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?
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- A second way that metamemory improves learning is through the flexible use of cognitive
learning strategies. Research indicates that self-regulated learners use a diverse repertoire
of strategies that are controlled using conditional knowledge in metamemory.
HARNESS
1. Considering your subject specialization, choose one competency related to a topic from a
textbook used in a particular grade level, then identify the metacognitive knowledge necessary
for you to include in teaching the desired competency. Use the matrix below as a guide.
Competency: Decision Making
Subject Matter: Metacognitive
Metacognitive Knowledge Specific Skills to Develop in the Lesson
Declarative Knowledge
- Refers to facts or information - You need to be specific on what
stored in the memory, that is you are thinking and stated a fact.
considered static in nature.
Procedural Knowledge
- Is the knowledge exercised in - Think a better plan to have a good
the performance of some or better result.
task.
Conditional Knowledge
- involves knowing the when - You can look to the internet on
and the why to apply the how to do a better decision
other two types of knowledge making.
ASSESS
Activity 1: Answer the short version of Approaches and Study Skills Inventory For Students (Assist) to
determine how you can and study.
Directions: This questionnaire has been designed to allow you to describe, in a systematic way, how you
go about learning and studying. Please respond truthfully, so that your answers accurately describe your
actual ways of studying, and work your way through the questionnaire quite quickly, making sure that
you give a response to every item. Check the cell that corresponds to your agreement to the statements
SA means Strongly Agree, A means Agree; D means Disagree, and SD means Strongly Disagree.
STATEMENTS SA A D SD
1. I often have trouble making sense of the things I have to remember.
2. When I am reading an article or book, I try to find out for myself
exactly what the author means.
3. I organize my study time carefully to make the best use of it.
4. There is not much of the work here that I find interesting or
relevant.
5. I work steadily through the term or semester, rather than leave it all
until the last minute.
6. Before tackling a problem or assignment, I first try to work out what
lies behind it.
7. I am pretty good at getting down to work wherever I need to.
8. Much of what I am studying makes little sense; it is like unrelated
bits and pieces.
9. I put a lot of effort into studying because I am determined to do
well.
10. When I am working on a new topic, I try to see in my mind how all
the ideas fit together.
11. I do not find it all difficult to motivate myself.
12. Often, I find myself questioning things I hear in lectures or red in
books.
13. I think I am quite systematic and organized when it comes to revising
for exams.
14. Often, I feel I am drowning in the sheer amount of material we have
to cope with.
15. Ideas course books or articles often set me off on long chains of
thought of my own.
16. I am not sure what is important in lectures, so I try to get down all I
can.
17. When I read, I examine the details carefully to see how they fit in
with what is being said.
18. I often worry about whether I will ever be able to cope with the
work properly.
Activity 2 (page 25): Classify the following questions/statements if the learner is engaged in planning,
monitoring or evaluating phases of metacognitive regulation and control. Write your answer on a
separate sheet of paper.
1. Is this strategy leading me to the correct answer?
- Yes, because making strategy helps you to make a right decision.
2. My answer does not meet the standards in this scoring rubric.
- No.
3. What strategy is best for this type of problem?
- Procedural.
4. What does this task expect me to produce?
- What your best is.
5. The teacher is nodding as I speak. I am right in organizing my answer.
CHALLENGE (page 25)

1. What is the importance of metacognitive experiences and metamemory in metacognitive
regulation and control?
- Metacognitive experiences provide insight into the link between existing and
past learning experiences and help or prevent self-regulation of future and future learning.
Metamemory has important implications for how people learn and use memories.
2. How is your awareness of how you study and learn significant to thinking metacognitively?
- Metacognition is, put simply, thinking about one's thinking. More precisely, it
refers to the processes used to plan, monitor, and assess one's understanding and
performance.
3. Using your search tools, read about the differences between novice and expert learners? With
this knowledge, identify facilitating strategies to support the novice learners.
- Novice learners are well-intentioned folks who are typically brimming with enthusiasm
while lacking actual knowledge about the subject being taught. Expert learners are able to
apply what they learn to create a far more intuitive way of working.
ASSESS (page 29)

Activity 1: Identity the metacognitive teaching strategy used based on the description GIVEN.
1. Mrs. Cruz ask her Mathematics learners, "Give me one significant learning you derived from this
lesson”.
2. Mr. Ravena groups his learners into two, with each member inquiring how the other has arrived
the measures to combat air pollution.
3. At the beginning of the Social Studies class, Miss Agulay uses a matrix to elicit learners’ prior
knowledge about the topic for discussion.
4. Miss Tomas assigns the EPP learners to reflect on the learnings in class, and what these meant
them as a member of the family.
5. To process their thinking. Mr. Paraiso asks learners who failed to get the answer correctly to
identity the reason now and why they went wrong-
Activity 2 (page 29): Write a two-paragraph essay explaining one of the principles of effective
metacognitive instruction. Cite a classroom situation to illustrate your argument.
- Metacognition, or “thinking about one's thinking,” is the ability to exert control over
cognitive processes through self-reflection and self-correction. Based on the literature and
the experience of the teaching faculty, ten principles of effective teaching were
recommended: 1) create an active learning environment, 2) focus attention, 3) connect
knowledge, 4) help students organize their knowledge, 5) provide timely feedback, 6)
demand quality, 7) balance high. COGNITIVE AND METACOGNITIVE FACTORS. Principle 1:
Nature of the learning process. The learning of complex subject matter is most effective
when it is an intentional process of constructing meaning from information and
experience. Principle 2: Goals of the learning process.
Metacognitive knowledge refers to acquired 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. Often, metacognitive strategies can be divided into 3
stages: planning, monitoring and reviewing. Examples of metacognitive activities include
planning how to approach a learning task, using appropriate skills and strategies to solve
a problem, monitoring one's own comprehension of text, self-assessing and self-correcting
in response to the self-assessment, evaluating progress toward the completion of a task
CHALLENGE (page 29)
1. Why should any instructional plan abide with the three fundamental principles for metacognitive
skills development?
- The use of metacognitive thinking and strategies enables students to become flexible,
creative and self-directed learners. The teaching and support of metacognitive skills in the
classroom not only allows learners to learn more effectively, but it also improves cognition
in all students at all levels of ability.
2. Why should teachers adapt, not adopt, the existing metacognitive teaching strategies?
- Teaching with metacognition enables teachers to gain awareness about and control over
how they think and teach by planning, monitoring, evaluating, and adjusting
their instructional goals and teaching strategies in accordance with their students' needs
and the sociocultural context.
3. How should teachers handle novice and expert learners in the classroom so that they both
develop metacognitive thinking skills?
- Teachers develop skills over time through best practices shared by other teachers,
continuing education and classroom experience. Teachers who come to the classroom with
good communication skills help students feel at ease in their environment.
CHAPTER ASSESSMENT (page 30-32)
Directions: Read the statements and decide which of the given choices would answer the question
correctly or complete the statement. Encircle the letter of your answer.
1. Procedural knowledge is also known as: A

a. person knowledge
b. task knowledge
c. strategic knowledge
d. conditional knowledge
2. When Mary ponders on whether or not she knows the answer to the teacher's questions, she
then realizes that she has no idea on the question at all. She is in the process of: B
a. strategic thinking
b. metacognition
c. problem solving
d. creative thinking
3. Which of the following metacognitive knowledge operates when the learner has his/her o way of
learning information? C
a. procedural knowledge
b. declarative knowledge
c. conditional knowledge
d. specific knowledge
4. Which of the following metacognitive teaching strategies is used when the teacher asks the
following to students at the end of the lesson: "Give me three things that you learned and one
thing that you still need to learn more.”? B
a. Summarizing
b. reflective thinking
c. Wrapper
d. assessment
5. Which of the following statements best fits the concept of metacognition? D

a. Knowing how to solve problems presented in novel ways.
b. The awareness of what is known and how to use it appropriately.
c. The ability to manipulate knowledge to arrive at the correct answer.
d. Sufficient knowledge about facts, procedures, and conditions to use them.
6. Kenneth is aware that he is hard up in Math, but he motivates himself strive by not going out at
night to have enough time to read his lessons. Such action demonstrates the concept of: B
a. self-regulation
b. meta-attention
c. metamemory
d. Metacom prehension
7. Cognition is involved in metacognition. In what Way does cognition work during metacognition?
C
a. memorizing concepts and rules
b. monitoring the progress of work
c. solving the problem cautious
d. recalling rules to apply
8. Bert knows that he has to develop more techniques to memorize concepts and terms in Science.
Which component of metacognition does he display? A
a. metacognitive knowledge
b. metacognitive regulation
c. metacognitive experiences
d. metacognitive restriction
9. Who among the students is a novice learner? B
a. Rose tries out a strategy then revises it when it does not fit the problem.
b. Jose reads through the difficult problem and solves it right away.
c. Edna tries to recall information and procedures related to the problem.
d. Dexter recalls the procedure he used previously to a similar problem.
10. Which of the following teacher prompts indicates that the learner is engaged in the planning
stage of metacognition process? C
a. Is my classification of the plants correct?
b. Do I have to take this plant out of this group?
c. Do I know the differences of all these plants to classify them?
d. Am l consistent in using the same criteria to classify all these plants?
11. Martha asks herself "Should I try a different approach to arrive at the cause and effect of the
problem?" In what stage of the metacognitive process is she in? C
a. planning
b. Monitoring
c. Evaluating
d. both planning and monitoring
12. Indira could identify the uses of baking tools and equipment. She knows how to bake. One time
she lacked one ingredient, but realized that she could use another similar ingredient to replace
the recommended one. What type of knowledge is Indira demonstrating in this situation? A
a. declarative
b. procedural
c. conditional
d. contextual
13. Susan has a limited knowledge on how to attack a problem presented. However, after some time
she was able to see interconnections among the fact presented in the problem; then, gradually,
she was able to come up with a strategy to solve it. This situation illustrates that learning is – A
a. goal-directed
b. consistent
c. integrative
d. speculative
14. Ruben is reading a selection. He finds some words that he does not understand, which hinders
his comprehension of the story. If you were Ruben, how would you find a way to get the
meaning of ambiguous words? A
a. use contextual clues to the meaning
b. read the word aloud repeatedly
c. call a friend to help clarify
d. look for configuration clues
15. As Kenneth multiples a binomial term, he was initially confused. Suddenly, he remembers the
acronym FOIL (First Outer-Inner Last). What was in operation at that instance? B
a. declarative
b. procedural
c. conditional
d. contextual
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Eugenio, Jhoana Marie m.

BSED MATH 1-D

CHALLENGE (page 20)

CHALLENGE (page 25)

ASSESS (page 29)

Metacognitive knowledge refers to acquired knowledge about cognitive processes,

1. Procedural knowledge is also known as: A

5. Which of the following statements best fits the concept of metacognition? D

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