Always Sometimes Neve Your

(10) (5) r (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. /
Activity
PART 1

Always Sometimes Neve Your

(10) (5) r (0) Score
1 I make weekly timetable for the school work I 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. /
PART 2
 Always Sometimes Neve Your
(10) (5) r (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 session. /
6 I ask questions and generally take part in group /
discussions.
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 3

Always Sometimes Neve Your

(10) (5) r (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 4
 Always Sometimes Neve Your
(10) (5) r (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 nots 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 one. /
10 I check the contents page for relevance before /
reading a book.
11 I look for summaries at the end of chapters. /
PART 5

Always Sometimes Neve Your

(10) (5) r (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/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/read at my /
project/assignment before submitting it.

PART 6
Application
1. Conduct a metacognitive observation based on the procedures
below:

Metacognitive Observation
1. Interview 3 different children: one age 4-6, one age 7-9, one
age 10 or older.
These will be semi-structured clinical interviews.
Reflection
1. How accurate were the children in predicting how well they
would remember the word list? How well did they remember
the list? Were they able to tell you what they did to remember
the words after repeating the list? Were there any differences
in age in terms of how accurate their predictions or their lists
were?
2. How well did the children do in retelling the story? Did the
children tend to tell the story in the “correct” order or in the
order you told it? Were there age differences in how they
responded here?
3. Consider the older children’s responses to the questions about
memory and reading. Given their responses, how well do
schools seem to support children developing metacognitive
strategies for memory and reading? Did the children have a
sense of which way they learn best? Do they seem to think that
teachers help them with this? How effective do schools seem
to be in creating/supporting an appreciation of reading in
children? Do the children seem to see teachers being helpful in
these areas?
 2. Whatever the subject area, a teacher can apply metacognitive strategies
in his or her class to facilitate learning more effectively. Watch this short
video of the author’s daughter sharing how her Grade 2 teacher taught
them about TQLR:

Title: TQLR metacognition in the primary grades

Youtube link: http://www.youtube.com/watch?v=IfXdWeAzgCo
Description: This shows a simple song that a primary grade is using to prepare
children to listen and respond to a lesson or a selection. It is a very practical way
of teaching children to apply metacognition early on.

What did you learn from the video? How can you also apply this?___

Make your own output: a song, chant, poster or question list on any of the seven
strategies discussed in the book. You may also create a video and upload it in
Youtube. Tell about its purpose, and describe the chant or song. Have a sharing in
class.

Purpose:
Description of your output:
Explanation:
Synapse Strengtheners
1. Surf the internet for additional readings on metacognition.
The simplest definitions of metacognition are “thinking
about one’s thinking” or “knowing about knowing.”
Metacognition refers to the process of considering and regulating
one’s own learning. In reading this means the reader can
think critically about her own understanding as she goes. She is
aware of her own cognitive experience.
The keys are knowing about knowing and then doing
something about that knowledge. A metacognition example is
when reading a text asking yourself am I understanding this or
should I go back and read prior paragraphs or chapters so this will
make more sense?  The first part is knowledge of cognition. The
second part, is regulation of cognition to maximize learning.
Metacognition refers to both.

2. Make a collection of metacognitive strategies that can make

learning more effective and efficient.
A student needs to learn how to use metacognitive
strategies to develop a deep understanding of the text. It’s skill
that includes the following elements:
 Planning
 Active reading strategies
 Fix up strategies
Planning – What Do I Need To Know?
Metacognition is not going to develop until a child is “leaning
forward” with reading, until she is engaged and motivated to improve
her literacy skills and attack each text with a plan, motivated and
engaged.
Planning in this context means assessing knowledge before reading,
having a strategy for filling in gaps and where relevant, selecting the
right text to read. Questions might be: What don’t I know?  What do I
need from this text?

Active Reading Strategies – Am I Understanding This?

This is active thinking while reading. Literal reading
comprehension is not enough. A good reader is making connections to
prior knowledge or earlier parts of the text, she is making inferences,
and predictions on where the writer is going. While reading.
Metacognitive reading strategies are about taking charge of
reading, monitoring comprehension while reading. Students that read
with metacognition constantly ask themselves “Do I understand what I
just read?” or “What is the main point here?” It requires constant
attention and a questioning mindset.  And ultimately, it means being
able to determine the relevance of new information, to put it in the
right context.

Fix Up Strategies – Should I Read This Page Again?

Sometimes while reading, the text does not make sense. In these
cases, metacognition reading strategies such as slowing down to fit the
difficulty of the text or circling back to earlier in the book for context
might help. This “fixing up” of problems found during reading is a key
example of metacognition proficiency.
Not surprisingly, metacognitive skills require an enormous amount of
reading practice. Many high school students do not get to practice
metacognitive reading strategies because they were not able to master
fundamental reading skills that make thinking while reading and
metacognition possible.

3. Make a collection of teaching strategies that develop

metacognition in students.
Metacognitive skills will improve with practice. But there are
two foundational skills that must be in place before that practice can
truly start:

 The ability to think while reading

 A motivated, lean forward attitude to reading

Think While Reading — Needs To Be Automatic

Many struggling readers are unable to think while reading
because the act of decoding, sounding out words, takes up too much
concentration. In elementary school, this decoding effort can crowd out
even literal comprehension.
Over time, decoding skills do improve.  However, many high
school students do not get to the level of reading automaticity needed
to free up mind-space for reading comprehension with metacognition.

Lean Forward Attitude to Reading — Needs To Be Rewarding

For many people, reading is a lifelong passion. This is because
they read effortlessly and they get a great deal out of every book.  They
understand it perfectly, and the content makes them think, takes them
to faraway places, or entertains them. They find reading rewarding.
If you are not able to read with comprehension, reading is not
rewarding. If decoding is inefficient or vocabulary or language
understanding is compromised, reading is a chore, possibly a source of
humiliation, definitely not a joy. These struggling readers find it hard to
lean forward into reading. Their default position is more avoidance
 than engagement. They will only slowly develop metacognitive
strategies, if ever.
How To Help Your Child Become A Metacognitive Reader
Reading skills develop in a sequence that is hard to change. Your
child cannot get to Reading with Metacognition peak until he masters
the skills lower in the pyramid.
 Mastering cognitive skills that make reading easier —
phonological awareness, attention, working memory, language
processing.
 Reading fluency — the ability to read at natural language speed,
with inflection, is only possible if a child is reading with automaticity,
effortlessly. Truly fluent readers can think while reading.
 Reading comprehension — this makes reading rewarding. Once a
child is reading effortlessly, instruction on vocabulary, grammar, etc.,
can quickly improve comprehension. From that point, there is every
chance he will become an enthusiastic lean forward reader who will
practice metacognitive reading strategies.
 Reading with metacognition – the ultimate reading skill.
Research Connection
Read a research or study related to metacognition. Fill out the matrix
below.

Problem Research Methodology

Title and Source: (Complete APA

bibliographical entry format)

Findings Conclusion/Recommendations
Assessment Task/s
1. Based on the principles of metacognition, prepare your own metacognition
game plan on how you can apply metacognition to improve your study
skills.

5-minute non-stop writing

From the Module on Metacognition, I realized that metacognition…