Republic of the Philippines

SORSOGON STATE COLLEGE

Bulan Campus
Bulan, Sorsogon

FACILITATING LEARNER
CENTERED TEACHING
BSED-3A

NAME: __________________________________

LESSON/ MODULE NUMBER: 1 METACOGNITION

INTRODUCTION:

This subject is meant to facilitate your learning of the various theories of learning,
growth and development. This module, would include concepts such as metacognition
and development. Metacognition is such a long word. What does it mean? You will
find this out in this module.

LEARNING OBJECTIVES:

The learner should be able to:

- Explain metacognition
- Determine if they are novice or an expert learner.
- Apply metacognitive strategies in their own quest for learning.
 PRE- TEST

1. Upon hearing or reading the word “metacognition”, what comes into your mind?

2. What do you think is the main focus of metacognition?

ACTIVITY 1
Answer the following questionnaire. Put a check to the column that best describes 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 from 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 as 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 time table for the school work I need
to accomplish.
2 I make a review schedule for the examinations.
3 I plan to get the necessary resources and equipment
prior to starting work.
4 I submit all my assignments 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 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 a session
6 I ask questions and generally take part in group
discussion
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
1 I get so worried about assignments that they make me
feel ill.
2 This worry about assignments makes me feel
depressed.
3 I feel miserable about doing assignments
4 I let these concerns about the work get on top of me
5 When I need to work, others always succeed in
persuading me to go out.
6 I have difficulty in talking to others about my worries
7 I ignore my personal fitness through worrying about
assignments.
8 The stress of assignments causes me to get behind and
I 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 the speaker.
3 I approach tutors for help
4 I organize or file my notes regularly
5 I re-write my notes under key ideas, headings, using
numbering or lettering schemes
6 I have a shorthand technique of my own
7 I underline or 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 1
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
1 I see to it that I understand what is really being asked
for in the assignment/project.
2 I read other references and read about the topic
3 I make an outline or plan before doing my assignment/
project
4 I spell-check for spelling mistakes
5 My essays have clear introductions
6 My essays have conclusions.
7 I frequently check back to the title during the writing of
an essay
8 My essays/ research paper has full set of references
and a bibliography.
9 I review project/assignment before submitting it
10 I request someone else to look at/read my
project/assignment before submitting it

Count the scores for each part and add or get the overall total of scores. Read and follow the
instructions below.

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 guide below

Feedback for part 1 Motivation

- Scores from 55 to 80 mean that you do not appear to have many problems in getting
down to work and keeping to it.
- Scores from 35 to 50 mean that you sometimes get down to work but you can be
distracted, you might not always be certain why you are having to work. You
probably could benefit from learning some techniques that help you get down to
work more consistently and keep at it.
- 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.

Feedback for part 2 Organizing and planning your work

- Scores from 70 to 100 mean you are well organized and plan ahead for your work.
- Scores from 40-65 mean you are not as well organized as you could be. Your time
management might benefit from a closer analysis.
 - Scores of 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.

Feedback for part 3 Working with others

- Scores from 55 to 85 means you make full use of resources available, listen well and
take an active part in seminars.
- Scores from 35 to 50 means you probably collect resources, but you need to ask
yourself how you are going to use them more effectively.
- Scores of 35 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.

Feedback for part 4 managing school work stress

- Scores from 65 to 80 mean that although you sometimes get stressed and worried,
you have the skills of knowing how to minimize problems and look after yourself.
- Scores from 40 to 65 mean that you handle your anxieties and concerns moderately
well but could develop skills to manage them more effectively.
- Scores of 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.

Feedback for part 5 Note taking and reading

- Scores from 75 to 110 means you prepare well and read efficiently, learning as you
go. You waste little time reading irrelevant material.
- Scores from 45 to 70 mean your reading and note taking skills are adequate but
could be improved.
- Scores of 40 and below mean your notes and likely to be of little 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.

Feedback for part 6 preparing an assignment or project

- Scores from 70 to 100 mean that your essays are well thought out, researched and
clearly written.
- Scores from 40 to 65 mean that there is room for improvement although you do
demonstrate some skills.
- Scores of 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.

What did you discover about yourself using this questionnaire? What aspects are you
strong in? What aspects do you need to improve in?
___________________________________________________________________________
___________________________________________________________________________
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What you just did while answering the questionnaire and analyzing your scores is an exercise in
metacognition. You stopped for a moment and thought about how you study and learn.
What is metacognition?
The term “metacognition” was coined by John Flavell pointing out the following:
- Consists of both metacognitive knowledge and metacognitive experiences or
regulation.
- “Thinking about thinking”
- “learning how to learn”
- Refers to higher ordered thinking which involves active awareness and control over
the cognitive processes engaged in learning.
- Refers to acquired knowledge.
Three categories of metacognitive knowledge
1. Person variables- includes how a person views himself as a learner and thinker. Refers
to how human beings learn and process information.
2. Task Variables- includes knowledge about the nature of the task as well as the type of
processing demands that it will place upon the individual. It is simply knowing what
must be done.
3. Strategy Variables- awareness of the strategy you are using to learn a topic and
evaluate if it’s effective. Meta- attention and Meta-memory are related to this.
a. Meta-attention - is the awareness of specific strategies so that you can keep your
attention focused on the topic or task at hand.
b. Meta-memory – awareness of memory strategies that works best for you.

METACOGNITION AND DEVELOPMENT

Researchers showed that metacognitive awareness was evident in preschoolers and in
students as young as 8 years old. Children may already have the capacity to be more aware and
reflective of their own learning. However, not many have been taught and encouraged to apply
metacognition. The challenge then to future teachers like you is to integrate more activities
that would build your students capacity to reflect on their own characteristics as learners, the
tasks they have to do and the strategies they can use to learn.

NOVICE AND EXPERT LEARNERS

Cognitive Psychologists have studied the distinction among the learners in the manner
they absorb or process information. They are differentiated into novice learners and expert
learners. Expert learner employs metacognitive strategies in learning. They are more aware of
their learning process as they read, studied and do problem solving.
Aspect of Learning Novice Learners Expert Learners
Knowledge in different Limited knowledge in Deeper knowledge in
subject areas different subject areas different subject areas
Problem Solving Hurriedly gives solution to the Understands, think and
problem imagine ways of solving
Learning/ Thinking Strategies Employ rigid strategies Think or design strategies
Selectivity in Processing Attempts to process all Breaks down information
information
Production of output Doesn’t check the quality of Check errors and redirects
work effort

ASSESSMENT AND FEEDBACK

1. How does your idea of metacognition before, differ from how you
understand it after finishing the module?
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2. Are you a novice or an expert learner? Why do you say so?

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3. Based on the principle of metacognition, how will you apply those

principles to improve your study skills?
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4. REFLECTION
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ASSIGNMENT: Make a quick research and study about Learner- Centered

Psychological Principles (LCP).
Reference: Facilitating Learning (A metacognitive process)
Authors; Maria Rita D. Lucas Ph.D.
Brenda B. Corpuz, Ph.D.
pp. 1-14

Prepared by:

Zandro G. Ebio
Instructor 1

SORSOGON STATE COLLEGE

Bulan Campus
Bulan, Sorsogon

[email protected]
09387211285