QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

SELF-PACED LEARNING MODULE

IN

EDUC 14 (FACILITATING LEARNER-CENTERED TEACHING)

https://www.google.com/url?sa=i&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fblog.hbe.com.au

PREPARED BY:

RONIE G. GUILLERMO, MAT

Subject Instructor

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Module 1 Introduction
Metacognition

Competencies 1. Explain metacognition in your own words

2. Apply metacognitive strategies in your own quest for learning.
Discussion
Answer the following questionnaire. Put a check in the column that best describes what is true to you.
PART I
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 form 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

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 timetable for the school work!
need to accomplish.
2 I make a review schedule for 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.
Adapted from Bradford University
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 discussions

7 I listen out for key ideas when someone is talking.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

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 1 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
band 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 a
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 1 go over a book before diving into chapter one.
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/plan before doing my
assignment or project.
4 I check for spelling mistakes.
5 My essays have clear introductions.
6 My essays have a conclusion.
7 I frequently check back to the title during the
writing of an essay.
8 My essay/research paper has a 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

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

project/assignment before submitting it.

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
Use the scoring guide below
Scoring for Part 1 Motivation
Score 10 for Always
5 for Sometimes
0-Never
Feedback –
➢ Scores from 55 to 80 mean that you do not appear to have many problems is getting down to
work and keeping to it.

➢ Scores from 31 to 50 mean that you sometimes get down to work but you can be distracted, you
might not always be certain why you have to work. You probably could benefit from learning
some techniques tat help you get down to work more consistently and keep at it.

Scoring for Part 2 Organizing and Planning your Work

Score 10 for Always
5 for Sometimes
0- Never
Feedback
➢ Scores from 70 to 100 mean you are well-organized and plan ahead for your work.

➢ Scores from 40 to 65 mean you are not as well-organized as you can be. Your time
management may benefit from a closer analysis.

➢ Scores of 35 and below mean you have 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.

Scoring for Part 3

Score: 10 for Always
5 for Sometimes
O- for Never
Feedback
➢ Scores from 55 to 85 mean you make full use of resources available, listen well and take
an active part in seminars.

➢ Scores from 35 to 50 mean you probably collect resources, you need to ask yourself how to
use them more effectively.

➢ Scores of 30 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.

Scoring for Part 4 Managing School Work Stress

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Score: 10 for Never

5 for Sometimes
O for Always
Feedback
➢ 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.

Scoring for Part 5 Note-taking and Reading

Score: 10 for Always
5 for Sometimes
O for Never
Feedback:
➢ Scores from 75 to 110 mean you prepare well and read efficiently, learning as you go. You
waste little time reading irrelevant materials,

➢ 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 are 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.

Scoring for Part 6 Preparing an Assignment/Project,

Score: 10 for Always
5 for Sometimes
0 for Never
Feedback:
➢ 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.

Analysis

My Score in the Study Habits Questionnaire

Aspect of Study Habits My Score Interpretation

Part 1 Motivation

Part 2 Organizing and Planning Your Work

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

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

What did you discover about yourself using this questionnaire? What aspects are you strong in? What
aspects do you need to improve in?
______________________________________________________________________
______________________________________________________________________
________________________________________________________________________________.

Abstraction/Generalization
What you just did while answering the questionnaire and analyzing your scores is an exercise in
metacognition. You stopped for a moment and those about how you study and learn. You were
reminded of your strengths and weaknesses, then you wrote what it is that you can do to improve your
study habits. Hopefully, this will help you start to learn more effectively.
The most important goal of education is to teach students how to learn on their own. The
quotation on the side margin stresses this. It is vital that students acquire the skills of how to learn;
and that these skills enable them to learn not just while they are in school but for a lifetime. This entails
a deeper awareness of how one processes information, the ability to evaluate his own thinking and to
think of ways to make his own learning process more effective. All these involve metacognition.
What is metacognition? This appears to be such a high-sounding word that some people are
confused about even before they actually spend time to find out what it really means. It is not at all that
complicated. In fact, we do metacognitive activities so often in our daily lives. When you sense that you
are experiencing some difficulty with a topic you are studying, and you try out different strategies to
learn better, you are practicing metacognition .The word maybe long, seems to be so intangible but it is
worth focusing on because it can help you to be a more successful learner. When you become a teacher,
it can also help your students to learn more efficiently and effectively.
The term "metacognition" was coined by John Flavell. According to Flavell (1979, 1987),
metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation.
Metacognition, simply put, is thinking about thinking" or "learning how to learn". It refers to higher
order thinking which involves active awareness and control over the cognitive processes engaged in
learning. 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.
Person Variables. This includes how one views himself as a learner and thinker. Knowledge of
person variables refers to knowledge about how human beings learn and process information, as well as
individual knowledge of one's own learning processes. For example, you may be aware that you study
more effectively if you study very early in the morning than late in the evening, and that you work better
in a quiet library rather than a home where there are a lot of things that make it hard for you to focus
and concentrate.
Task Variables. Knowledge of 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 about knowing what
exactly needs to be accomplished, , gauging its difficulty and knowing the kind of effort it will demand
from you. For example, you may be aware that it takes more time for you to read and comprehend a
book in educational philosophy than it is for you to read and comprehend a novel.
Strategy Variables. Knowledge of strategy variables involves awareness of the strategy you are
using to learn a topic and evaluating whether this strategy is effective. If you think your strategy is not
working, then you may think of various strategies and try out one to see if it will help you learn better.
Terms like meta-attention and meta-memory are related to strategy variables. Meta-attention is the
awareness of specific strategies so that you can keep your attention focused on the topic or task at
hand. Meta-memory is your awareness of memory strategies that work best for you.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

These three variables all interact as you learn and apply metacognition.
Omrod includes the following in the practice of metacogniton:
• Knowing the limits of one's own learning and memory capacities

• Knowing what learning tasks one can realistically accomplish within a certain amount of
time

• Knowing which learning strategies are effective and which are not

• Planning an approach to a learning task that is likely to be successful

• Using effective learning strategies to process and learn new material

• Monitoring one's own knowledge and comprehension. In other words, knowing when
information has been successfully learned and when it's not

• Using effective strategies for retrieval of previously stored information

• Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure

that a goal is met. For example, a student may use knowledge in planning how to do
homework: "I know that I (person variable) have more difficulty with my science
assignments than English and find Araling Panlipunan easier task variable), so I will do
my homework in science first, then Language Arts, then Araling Panlipunan. (strategy
variable)." If one is only aware about one's cognitive strengths or weaknesses and the
nature of the task but does not use this to guide or oversee his/her own learning, then no
metacognition has been applied.

Huitt believes that metacognition includes the ability to ask and answer the following types
of questions:
• What do I know about this subject, topic, issue?
• Do I know what I need to know?
• Do I know where I can go to get some information, knowledge?
• How much time will I need to learn this?
• What are some strategies and tactics that I can use to learn this?
• Did I understand what I just heard, read or saw?

• How will I know if I am learning at an appropriate rate?

• How can I spot an error if I make one?
• How should I revise my plan if it is not working to my expectations/satisfaction?
Metacognitive Strategies to Facilitate Learning
Researches such as that of Fang and Cox showed that metacognitive awareness was evident in
preschoolers and in students as young as eight years old. Children 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 the
your students' capacity to reflect on their own characteristics as learners (self-knowledge), the tasks
they are to do (task knowledge) and the strategies that they can use to learn (strategic knowledge).
Remember, metacognition is like any other thing you will teach. Metacognition involves knowledge
and skills which you and your students can learn and master.
Here are some examples of teaching strategies to develop metacognition: (Work hard on applying
these strategies now in your role as a student. It will surely be a rewarding learning experience for you.)
1. Have students monitor their own learning and thinking. (Example: have a student monitor a
peer's learning/thinking/behaving in dyad)

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

2. Teach students study or learning strategies.

TQLR - This can be taught to younger students (primary grades). It is a metacognitive strategy
before listening to a story or presentation.
T is for Tune in. It is first important for the learner himself to be aware that he is paying
attention, and that he is ready to learn.
Q is for Question. The learner is given questions or he thinks of questions about what he will
soon learn.
L is for Listen. The learner then intentionally exerts effort to listen. He becomes aware if he is
momentarily detracted and goes back to listen again.
R is for Remember. The learner uses ways or strategies to remember what was learned.
PQ4R - This is usually for older students in the intermediate levels and onwards. This strategy
is used to study a unit or chapter.
P - Preview. Scan the whole chapter before delving on each paragraph. Check out the objectives.
Look for outlines or advance organizers that will give you an idea about the important topics and ideas
in the chapter. Read the summary of the chapter first. (But please don’t stop at the summary alone. No.
No. No. This is not a good idea at all. Read the whole chapter!)
Q- Question. Read the guide questions provided, or think of your own questions about the topic.
R- Read. Check out sub headings as you read. Pay attention on words that are printed in bold or
italicized. Find out the meaning of words that are not clear to you. Use a marker or colored pencil to
highlight important words or phrases.
(Do not highlight the whole paragraph!)
R- Recite. Work on answering the questions you had earlier.
R- Review. Pinpoint topics you may need to go back to and read in order to understand better.
R- Reflect. Think about what you read. Is everything clear to you? What are the main points you
learned? How is this relevant or useful to you?
3. Have students make predictions about information to be presented next based on what they have
read.
4. Have students relate ideas to existing knowledge structures. (It is important to have relevant
knowledge structures well learned.)
5. Have students develop questions, ask questions of themselves, about what's going on around them
(Have you asked a good question today?)
6. Help students to know when to ask for help. (He/she must be able to self-monitor, require students
to show how they have attempted to deal with the problem of their own.)
7. Show students how to transfer knowledge, attitudes, values, skills to other situations or tasks.

Enrichment Activities
Enrichment
Activities 1.Surf the net for additional readings on metacognition and list down at least 5
metacognitive strategies that can make learning more effective or efficient.

2.Read a research or study related to metacognition. Fill the matrix below

Problem/Title Research Methodology

References: (APA format)

Findings

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Conclusion/Recommendation

Comprehen 1. Based on the principles of metacognition, prepare your own metacognitive

sion Check plan on how you can apply metacognition to improve study skills.

2. In 5-minute non-stop writing, define metacognition in your own

words/understanding.

References Lucas, Ma.Rita D., Corpuz, Brenda B. 4th Ed. 2014. Facilitating Learning: A
Metcognitive Process.OBE & K-12 Outcomes-Based.Quezon City: Lorimar Publishing,
Inc.
https://www.teachwire.net/news/metacognition-could-improve-progress-but-thinking-
about-thinking-isnt-a-sub
https://www.ollielovell.com/pedagogy/metacognition-can-help-students-problem-
solve/

ASSESSMENT PAGE
Direction: Write your answer/s in the enrichment activities and Comprehension
Check in this page. Please detach this page and submit to your instructor
for checking and recording purposes. Please feel free to attach additional papers if
necessary.

NAME: Date:

MODULE No._____ Module Title: _________________________________

Course: ____________________ Year Level: ______________ Section:

My Score in the Study Habits Questionnaire

Aspect of Study Habits My Interpretation

Score
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

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

What did you discover about yourself using this questionnaire? What aspects are
you strong in? What aspects do you need to improve in?
______________________________________________________________________
______________________________________________________________________
________________________________________________________________________________.
Enrichment Activities
1.Surf the net for additional readings on metacognition and list down at least 5
metacognitive strategies that can make learning more effective or efficient.

1.

2.

3.

4.

5.
2.Read a research or study related to metacognition. Fill the matrix below

Problem/Title Research Methodology

References: (APA format)

Findings Conclusion/Recommendation

Comprehension Check
1. Based on the principles of metacognition, prepare your own
metacognitive plan on how you can apply metacognition to improve
study skills.

2. In 5-minute non-stop writing, define metacognition in your own

words/understanding.

Note: USE ANOTHER PARER

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”