HUMN101 – Understanding the Self

LESSON 1 ACTIVITY

GAMAY, GENEROSE Y. BSED 1A1

How Do You Think About Thinking?

Answer the Metacognitive Awareness Inventory (MAI) and evaluate yourself as a learner. A copy of
the MAI can also be downloaded from the following link:
https://www2.viu.ca/studentsuccessservices/learningstrategist/documents/MetacognitiveAwaren
essInventory.pdf (accessed October 1, 2017).
Metacognitive Awareness Inventory (MAI)
Think of yourself as a learner. Read each statement carefully. Consider if the statement is true or false as it
generally applies to you when you are in the role of a learner (student, attending classes, university etc.)
Check () True or False as appropriate. When finished all statements, apply your responses to the Scoring
Guide.
True False
1. I ask myself periodically if I am meeting my goals. /
2. I consider several alternatives to a problem before I answer. /
3. I try to use strategies that have worked in the past. /
4. I pace myself while learning in order to have enough time. /
5. I understand my intellectual strengths and weaknesses. /
6. I think about what I really need to learn before I begin a task /
7. I know how well I did once I finish a test. /
8. I set specific goals before I begin a task. /
9. I slow down when I encounter important information. /
10. I know what kind of information is most important to learn. /
11. I ask myself if I have considered all options when solving a problem. /
12. I am good at organizing information. /
13. I consciously focus my attention on important information. /
14. I have a specific purpose for each strategy I use. /
15. I learn best when I know something about the topic. /
16. I know what the teacher expects me to learn. /
17. I am good at remembering information. /
18. I use different learning strategies depending on the situation. /
19. I ask myself if there was an easier way to do things after I finish a task. /
20. I have control over how well I learn. /
21. I periodically review to help me understand important relationships. /
22. I ask myself questions about the material before I begin. /
23. I think of several ways to solve a problem and choose the best one. /
24. I summarize what I’ve learned after I finish. /
True False
25. I ask others for help when I don’t understand something. /
26. I can motivate myself to learn when I need to /
27. I am aware of what strategies I use when I study. /
28. I find myself analyzing the usefulness of strategies while I study. /
29. I use my intellectual strengths to compensate for my weaknesses. /
30. I focus on the meaning and significance of new information. /
31. I create my own examples to make information more meaningful. /
32. I am a good judge of how well I understand something. /
33. I find myself using helpful learning strategies automatically. /
34. I find myself pausing regularly to check my comprehension. /
35. I know when each strategy I use will be most effective. /
36. I ask myself how well I accomplish my goals once I’m finished. /
37. I draw pictures or diagrams to help me understand while learning. /
38. I ask myself if I have considered all options after I solve a problem. /
39. I try to translate new information into my own words. /
40. I change strategies when I fail to understand. /
41. I use the organizational structure of the text to help me learn. /
42. I read instructions carefully before I begin a task. /
43. I ask myself if what I’m reading is related to what I already know. /
44. I reevaluate my assumptions when I get confused. /
45. I organize my time to best accomplish my goals. /
 46. I learn more when I am interested in the topic. /
47. I try to break studying down into smaller steps. /
48. I focus on overall meaning rather than specifics. /
49. I ask myself questions about how well I am doing while I am learning something /
new.
50. I ask myself if I learned as much as I could have once I finish a task. /
51. I stop and go back over new information that is not clear. /
52. I stop and reread when I get confused. /
Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational
Psychology, 19, 460-475.
Metacognitive Awareness Inventory (MAI) Scoring Guide
Directions: For each True, give yourself 1 point in the Score column. For each False, give yourself 0 points
in the Score column. Total the score of each category and place in box. Read the descriptions relating to
each section.
KNOWLEDGE ABOUT COGNITION
DECLARATIVE KNOWLEDGE DECLARATIVE KNOWLEDGE SCORE
 The factual knowledge the learner needs before being able to process
5. I understand my intellectual strengths and 1
or use critical thinking related to the topic; Knowing about, what, or
weaknesses.
that: Knowledge of one’s skills, intellectual resources, and abilities as
a learner: Students can obtain knowledge through presentations, 10. I know what kind of information is most 1
demonstrations, discussions important to learn.
PROCEDURAL KNOWLEDGE
12. I am good at organizing information. 0
 The application of knowledge for the purposes of completing a
16. I know what the teacher expects me to learn. 0
procedure or process: Knowledge about how to implement learning
procedures (e.g., strategies): Requires students know the process as 17. I am good at remembering information. 0
well as when to apply process in various situations: Students can 20. I have control over how well I learn. 0
obtain knowledge through discovery, cooperative learning, and
32. I am a good judge of how well I understand 0
problem solving
something.
CONDITIONAL KNOWLEDGE
 The determination under what circumstances specific processes or 46. I learn more when I am interested in the topic. 1
skills should transfer: Knowledge about when and why to use learning 3
procedures; Application of declarative and procedural knowledge with
TOTAL
certain conditions presented; Students can obtain knowledge through
simulation 8
PROCEDURAL KNOWLEDGE SCORE CONDITIONAL KNOWLEDGE SCORE
3. I try to use strategies that have worked in the 1 15. I learn best when I know something about the 1
past. topic.
14. I have a specific purpose for each strategy I 0 18. I use different learning strategies depending on 1
use. the situation.
27. I am aware of what strategies I use when I 1 26. I can motivate myself to learn when I need to. 0
study.
33. I find myself using helpful learning strategies 1 29. I use my intellectual strengths to compensate 1
automatically. for my weaknesses.
35. I know when each strategy I use will be most 1
effective.
3 4
TOTAL 4 TOTAL 5
REGULATION OF COGNITION
PLANNING PLANNING SCORE
 Planning, goal setting, and allocating resources prior to 4. I pace myself while learning in order to have 1
learning enough time.
INFORMATION MANAGEMENT STRATEGIES 6. I think about what I really need to learn before 0
 Skills and strategy sequences used to process I begin a task.
information more efficiently (e.g., organizing, elaborating, 8. I set specific goals before I begin a task. 1
summarizing, selective focusing. 22. I ask myself questions about the material 1
COMPREHENSION MONITORING before I begin.
 Assessment of one’s learning or strategy use. 23. I think of several ways to solve a problem and 1
DEBUGGING STRATEGIES choose the best one.
 Strategies to correct comprehension and performance 42. I read instructions carefully before I begin a 1
errors task.
EVALUATION 45. I organize my time to best accomplish my goals. 0
 Analysis of performance and strategy effectiveness after
5
a learning episode.
TOTAL 7
INFORMATION MANAGEMENT STRATEGIES SCORE COMPREHENSION MONITORING SCORE
9. I slow down when I encounter important 1 1. I ask myself periodically if I am meeting my 1
information. goals.
13. I consciously focus my attention on important 0 2. I consider several alternatives to a problem 1
information. before I answer.
30. I focus on the meaning and significance of new 1 11. I ask myself if I have considered all options 0
information. when solving a problem.
31. I create my own examples to make information 0 21. I periodically review to help me understand 0
more meaningful. important relationships.
37. I draw pictures or diagrams to help me 1 28. I find myself analyzing the usefulness of 0
understand while learning. strategies while I study.
39. I try to translate new information into my own 1 34. I find myself pausing regularly to check my 1
words. comprehension.
41. I use the organizational structure of the text 1 49. I ask myself questions about how well I am 0
to help me learn doing while learning something new.
43. I ask myself if what I’m reading is related to 1
what I already know.
47. I try to break studying down into smaller steps. 1
48. I focus on overall meaning rather than 0
specifics.
7 3
TOTAL 10 TOTAL 7

DEBUGGING STRATEGIES SCORE EVALUATION SCORE

25. I ask others for help when I don’t understand 1 7. I know how well I did once I finish a test. 0
something.
40. I change strategies when I fail to understand. 1 19. I ask myself if there was an easier way to do 1
things after I finish a task.
44. I re-evaluate my assumptions when I get 0 24. I summarize what I’ve learned after I finish. 1
confused.
51. I stop and go back over new information that 1 36. I ask myself how well I accomplish my goals 1
is not clear. once I’m finished.
52. I stop and reread when I get confused. 0 38. I ask myself if I have considered all options after 1
I solve a problem.
50. I ask myself if I learned as much as I could have 1
once I finish a task.
TOTAL 3 TOTAL 5
5 6

ANALYSIS
Answer the questions below. Then write your answers in the space provided.
1. Do you agree with the results of your MAI? Why or why not?
Yes, I agree with the result of my MAI. The reason for this circumstance is that – I answer all
the questions honestly.
 2. Make a list of your “Top 5 Tips/Secrets for Studying” based on your personal experiences/preferences.
Share your answer in class.
1. Study with your friends and persons that are good in the subject you weren’t
2. Make an Outline of the information
3. Summarize the information to the most important
4. Study, don’t just memorize.
5. Ask someone, if you don’t understand something.
3. Does your MAI result consistent with your personal Top 5 Tips/Secrets for studying?
Yes, it does. because it makes my learning easier and less complex in any case where I'm reading and
solving a word issue. Schedule time to study and complete the task.

APPLICATION AND ASSESSMENT

Scenario:
You are about to study for your final examinations and it is as if the universe conspired for a heavy
finals’ week, all your subjects provided at least three new reading materials and topics one week (7 days)
before the examination period.
Create a diagram or schedule using at least five of the metacognitive strategies, skills, and studying
techniques mentioned in this lesson on how you would prepare for the next seven days before your final
examinations.
No. of Day Time Subjects Things that I will do.
Days
1 Monday 6:00 am to 9:00 am SC101 – Science, Technology and Society I will make an outline for the new
10:00 am to 01:00 pm HUMN101 – Understanding the Self materials given.
2 Tuesday 6:00 am to 9:00 am FIL101 – Komunikasyon sa Filipino I will write the important details, such
10:00 am to 01:00 pm HUMN102 – Art Appreciation as keywords, phrase, or sentence of
what I have read.
3 Wednesday 6:00 am to 9:00 am PROF1 – Foundation of Special Education I will make a summary of the given
10:00 am to 01:00 pm SOSC101 – Reading in Philippine History materials.
4 Thursday 6:00 am to 9:00 am EN101 – Purposive Communication I will make a summary of what I have
10:00 am to 01:00 pm PHED101 – Physical Education I learned.
5 Friday 6:00 am to 9:00 am NSTP1 – CWTS/LTS 1 I will write the important details, such
10:00 am to 01:00 pm SOSC102 – Cavite Culture as keywords, phrase, or sentence of
what I have read.
6 Saturday 6:00 am to 7:00 am SC101 – Science, Technology and Society
7:00 am to 8:00 am HUMN101 – Understanding the Self I will re-read and review all the
8:00 am to 9:00 am FIL101 – Komunikasyon sa Filipino information and outlines I made. As
11:00 to 12:00 pm HUMN102 – Art Appreciation well as the summary.
12:00 to 01:00 pm PROF1 – Foundation of Special Education
7 Sunday 6:00 am to 7:00 am SOSC101 – Reading in Philippine History
7:00 am to 8:00 am EN101 – Purposive Communication I will re-read and review all the
8:00 am to 9:00 am PHED101 – Physical Education I information and outlines I made. As
11:00 to 12:00 pm NSTP1 – CWTS/LTS 1 well as the summary.
12:00 to 01:00 pm SOSC102 – Cavite Culture