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Chapter 2 Lesson 1

This document discusses metacognition and metacognitive knowledge. It includes activities for students to complete involving classifying different types of knowledge as declarative, procedural, or conditional. Students are asked challenging questions about the importance of metacognition and prior knowledge for developing metacognitive skills. Strategies like organization, rehearsal, and elaboration are discussed as ways to help diverse learners benefit from metacognitive approaches. A matrix provides a guide for including metacognitive knowledge in a lesson plan focused on reading comprehension.

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Mary Cassey Golosino Devibar II
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230 views

Chapter 2 Lesson 1

This document discusses metacognition and metacognitive knowledge. It includes activities for students to complete involving classifying different types of knowledge as declarative, procedural, or conditional. Students are asked challenging questions about the importance of metacognition and prior knowledge for developing metacognitive skills. Strategies like organization, rehearsal, and elaboration are discussed as ways to help diverse learners benefit from metacognitive approaches. A matrix provides a guide for including metacognitive knowledge in a lesson plan focused on reading comprehension.

Uploaded by

Mary Cassey Golosino Devibar II
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Devibar, Mary Cassey G.

BSED English 2

Chapter 2 Lesson 1: Metacognition and Metacognitive Knowledge

ASSESS

Activity 1: Use the Frayer vocabulary definition model to explain the three metacognition
knowledge. With this as a guide, explain your definition to the class.

- This was in the power point.

Activity 2: Identify if the following thoughts are more 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.
- Declarative Knowledge
2. There are three ways to solve this problem
- Procedural Knowledge
3. This fact is essential to recall for the situation presented.
- Conditional Knowledge
4. ROYGBIV makes it easy for me to remember the color of the rainbow.
- Conditional Knowledge
5. This is an irregular verb, thus, adding –ed to the word to make it past tense does not
apply.
- Declarative Knowledge

CHALLENGE

1. Why is metacognition important to a teacher and a learner?


- Metacognitive skills are taught and supported in the classroom, which not only helps
kids learn more successfully, but also enhances cognition in students of all abilities. It
enables individuals to become more conscious of their own thinking and more adept
at selecting suitable thinking methods for various learning objectives.
2. Is prior knowledge essential in developing metacognitive knowledge? Justify your
answer.
- Yes, Metacognition is the capacity to create a strategy for addressing a learning task
using past information, take necessary actions to problem solve, reflect on and
analyze findings, and adjust one's approach as appropriate. It aids learners in selecting
the appropriate cognitive tool for the job and is crucial to successful learning.
3. Using available search tools, read about organization, rehearsal, and elaboration
strategies as learners’ aid to enhance the content of the metamemory. With the diverse
types of learners in the classroom, how would you use this strategy to benefit your
learners?
- I may utilize these tactics to help my students become self-regulating learners and
establish a strong feeling of agency in their learning by using their metacognitive. It
has the potential to encourage pupils to reflect on their own ideas. Their control over
their own learning improves as a result of their increased understanding of the
learning process. It also improves one's ability to self-regulate and manage one's own
learning motivation. You'll have fewer hassles and a better grasp of how to reach and
teach a broad group of students. Because children who have the opportunity to utilize
their voices, agency, and leadership to create, build, and evaluate their own
knowledge are more likely to become resilient and autonomous learners. Students can
use metacognitive skills to think about their own thinking. Their control over their
own learning improves as a result of their increased understanding of the learning
process. It also improves one's ability to self-regulate and manage one's own learning
motivation.

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 metacognition knowledge
necessary for you to include in teaching the desired competency. Use matrix below as a
guide.

Competency: Reading Comprehension


Subject Matter: Storytelling
Metacognitive Knowledge Specific skills to Develop in the Lesson Plan
Declarative Knowledge - Paying Attention
- Remembering what was talk about

Procedural Knowledge - Identifying the Moral of the story.


- Stimulations, role play of some
scenes of the story.

Conditional Knowledge - Evaluating the theme of the story.


- Compare and contrast of the
protagonist and the antagonist
characters.
2. Scratch my Back, I’ll scratch yours: With your output in activities 1 & 2, get a partner
and critic each other work. Explain the specifics on what needs to refine.
- Since its online learning and I’ve got no one to work with, with this activity I had just
critic my own work. So from the activities 1 and 2 I have learned and enhance my
knowledge about the metacognitive regulation and control as well as with its different
knowledge such as Declarative, Procedural and Conditional Knowledge and why
they are important and I believe that they are really important especially in real life
applications to us future educators because it is a sense of self-awareness about one's
own learning. It comprises determining the learning process's goals, determining the
optimal learning tactics, and determining if the learning goals are being reached. A
metacognitive learner views himself or herself as a participant in the learning
process and understands that learning is a strategic, active activity.

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