Module 1: Metacognition

 Comendador, Ma. Erica E.

Engage

Part 1

Always Sometimes Never Your

(10) (5) (0) Score
I exert effort to find out why I need to do  5
1. a particular task.
2 I reward myself when I work.  5
3 I see to it that I give myself regular breaks  10
from work.
4 I am able to keep my concentrate and  5
does not let my mind drift away.
5 I have a ways of dealing with distractions.  5
6 I am willing to do the work I do not enjoy  10
because I see it as Important.
7 I seek clarification from the teacher about  5
expectations and standards.
8 I go to tutorials to improve my school  10
work.

Part 2

Always Sometimes Never Your

(10) (5) (0) score
1 I make a weekly timetable for the school  10
work I need to accomplish.
2 I make a review schedule for  10
examinations.
3 I plan to get the necessary resources and  10
equipment prior to starting work.
4 I submit all my assignments on time.  10
5 I have a place to work where I won't be  5
disturbed.
6 I have time for family commitments and  10
relaxation as well as studying.
7 I prioritize tasks which should be done  10
first, second and so on.
8 I make lists of things to do.  5
9 I make a list of valuable references with  5
bibliographicdetails, page numbers of
quotes and so on.
10 I review my work before submitting it.  10
Part 3

Always Sometimes Never Your

(10) (5) (0) score
1 I discuss work assignments with other  5
students.
2 I share resources with other students.  5
3 1 keep cuttings from newspapers and  0
magazines which may be of help to me.
4 I make sure I see TV programs which  0
may beuseful.
5 I read the topic assigned before a  5
session.
6 I ask questions and generally take part in  5
group discussions.
7 I listen out for key ideas when someone  5
is talking.
8 When I am listening to someone, I try to  5
anticipate what they will say next.

Part 4

Always Sometimes Never Your

(10) (5) (0) score
1 I get so worried about assignments that  5
they make me feel ill.
2 This worry about assignments makes me  5
feel depressed.
3 I feel miserable about doing  5
assignments.
4 I let these concerns about the work get  5
on top of me.
5 When I need to work, others always  5
succeed in persuading me to go out.
6 I have difficulty in talking to others about  10
my worries.
7 I ignore my personal fitness through  5
worrying about assignments.
8 The stress of assignments causes me to  5
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  10
than merely repeat what has been said.
2 I listen for key ideas when listening to a  5
speaker.
3 I approach tutors for help.  0
4 I organize or file my notes regularly.  10
5 I re-write my notes under key ideas,  0
headings,using numbering or lettering
schemes.
6 I have a shorthand technique of my own.  10
7 I underline or highlight key ideas so they  5
stand out.
8 I decide before reading a book whether it is  5
vital or background reading.
9 I go over a book before diving into chapter  10
one.
10 I check the contents page for relevance 
before reading a book. 10
11 I look for summaries at the end of chapters.  10

Part 6

Always Sometimes Never Your

(10) (5) (0) score
1 I see to it that I understand what is really  5
being asked for in the assignment/project.
2 I read other references and read about the  5
topic.
3 I make an outline/plan before doing my  5
assignment/project.
4 I check for spelling mistakes.  10
5 My essays have clear introductions.  5
6 My essays have a conclusion.  5
7 I frequently check back to the title during  10
the writing of an essay.
8 My essay/research paper has a full set of  5
references and a bibliography.
9 I review project/assignment before  10
submitting it.
10 I request someone else to look at/read my  5
project/ assignment before submitting it.
Explore

My Score in the Study Habits Questionnaire

Aspect of Study Habits My Score Interpretation

I don’t have many problems
Part 1 Motivation 55 in getting down to work and
keeping to it.
Well-organized and plan
Part 2 Organizing And 85 ahead for my work’
planning your Work
I’m ignoring important
Part 3 Working with Others, 30 resources around me. I’m not
Utilizing Resources and good in dealing someone
Feedback around me. I need to take
action.
I have a moderate amount of
Part 4 Managing School 45 stress management skills,
Work stress but I can improve them.

My note-taking and reading

Part 5 Note-talking and 75 skills are adequate but could
Reading be improve.

I need to improve myself in

Part 6 Preparing an 65 some skills.
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?

I learned that I'm good at taking notes, reading, and organizing my work. It's true, though,
because I keep all of my belongings quite organized. When I establish a strategy, I'll make
sure it gets carried out well and produces positive results. Additionally, I have a moderate
amount of stress management skills, but I can improve them. I also learned that I struggle
when it comes to teamwork, resource management, and feedback. I struggle with
motivation and assignment/project preparation. I discovered that I needed to get better at
working with others, share my knowledge with others, and pay attention to their thoughts as
well. I have to pay attention to the crucial materials and pay attention to what is being said. I
must concentrate on my work. I have to work to overcome my procrastination and avoid
distractions from my surroundings. when putting together a task or project. To add more
details to my task or project, I must look for further information or other resources
Extend By Applying

Words to remember

1. Bed

2. Dog

3. Girl

4. Tree

5. Preety

6. Mouse

7. Pillow

8. Flower

9. Mirror

10. Chair

Interview 3 different children – one age 4-6, one age 7-9, on age 10 or older

Age 4-6 years old

The metacognitive observation was conducted a four years old student named Zyra T.
Porre in Masagongson Elementary School and she is a Preschool. In order for the
youngster to be ready before we asked, we kept her highly amused and had a light
discussion. We produced a list of 10 words before asking her, read it to her about seven
times, and then asked her to repeat the word back to me. We reasoned that one technique
we've used to remember words quickly is to repeat them aloud to her repeatedly. When we
asked her how many words she thought she would remember, she answered right away, "4-
5 words out of ten." After that, we ask her if she'd like me to tell her a tale, and she says yes.
She listen carefully.

Age 7-9 years old

The metacognitive observation was conducted to a 9 years old student named Precious
Luirane V. Iguiron in Masagongson Elementary School. She readily agrees when we
approach her and explain what we are going to do. We took a different strategy than the
previous because we asked her directly before continuing the conversation. And then after
we read the list of 10 words for roughly five times we asked her how many words did she
recall and she said all words that we list. She said that she is adept at remembering only by
paying close attention when we asked her how she managed to do it. She added that she
can remember things well merely by reading. The preferred book that she likes to read is
about science.
Age 10 or older

The metacognitive observation was conducted to a ten year old student named Angel
Nicole B. Paculan in Masagongson Elementary School. The same strategy we used for the
child's second observation. She readily agrees when we approach her and explain what we
are going to do. The strategy we employed was distinct from the first because we asked him
directly before continuing the dialogue. When we asked her how many words she
remembered after reading the list of 10 words aloud five times, she said that she
remembered every word. She said that she is adept at remembering only by paying close
attention when we asked her how she managed to do it. She added that she can remember
things well merely by reading. Her favorite book to read is one on the English language

Extend By Reflecting

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?

 For us, there is an age difference in how accurate the children's predictions or
lists are because the older the child, the easier it is for them to recall the list of words
because they are old enough to comprehend what was read to them. Then, the
younger child who was the other cannot recall some of the list's words. But from my
perspective, I also believe that it depends on the child's capacity for thought. But
even though Samniel is just four years old, I astonished by how well she remember
things. Sometimes the younger, smarter child can remember those terms more
readily than the older child, and vice versa. When it comes to forecasting how well
they will remember the word list, they predict it accurately based on their cognitive
ability. The first youngster I spoke with claimed to have remembered it by mentally
repeating it numerous times before speaking it aloud, while the second claimed to
have remembered it simply by paying close attention. They were able to remember
the terms after hearing the list again. They do repeat it extremely.

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?

 She carefully and softly narrates the tale in accordance with her knowledge and her
memories, which are occasionally inaccurate, but her story is essentially identical to
that in the book.She can recount the tale that I have read in a child between the ages
of 9 and 10. But before they correctly ordered the story's events in their retelling, I
tended to repeat it while reading on an MTB base. A 4-6 year old youngster needed
an MTB base to translate the story before she could comprehend it fully. She
demonstrated good listening skills by correctly reciting the story's events in order
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? (Retrieved from http://www.clt.astate.edu/grymesj/old courses/hglmeta-
cogobs.htm)

 For Me, in order to promote a child's memory and reading skills developing more
fully. In order to grab the kids' attention, the school will need to use various
metacognitive techniques such providing visually appealing, vibrant charts and
visuals. Because most kids have this kind of technique, they're more likely to pay
attention and apply what they've learned. Teachers must put more effort in order for
students to learn the material equally. Children tend to learn by reading, learning
based on what they observe, and learning through teacher-led activities since they
have varied learning styles.
As a result, using these techniques will help you as a teacher effectively teach a
youngster.

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 teacher 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?

 It happened when I am watching a brief YouTube video about TQLR metacognition

in primary grades. I discover how simple it is for a primary pupil to learn and retain
the word TQLR by simply singing a song. The instructor interviewed the primary
student if she can remember the TQLR and she did, because his/her teacher sung it
to her before the teacher starts the story. She was a gifted young lady who was
extremely smart. I will probably use this as a guide to help learners learn more
effectively, as well as to help you develop your knowledge and organize your
approach, based on how the teacher asked the primary student if she already
remembered the word after helping her create a song out of the word "TQLR".
As a result, as a future educator, I can also use this with my students to help them
recall key vocabulary phrases and absorb information in the simplest way possible
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.

We’ve got a metacognition running through our minds,

We’ve got metacognition and it isn’t hard to find,

Can’t you hear our thoughts a calling?

We had the Tune in stands for ready to learn,

We had the Question stands for Questioning,

We had the Listen stands for Listening,

We had the Remember stands for Remembering.

Purpose: In order that the student or the learner will know first on how they will going to do
their story by just following this steps of metacognitive strategies.

Description of your output: it is a son to every learning to always remember that

metacognition is important to help them understand every story.

Explanation: In order for the student or learner to understand how they will first go with
their story by simply following these steps of metacognitive methods, I created this chant
song about them. To help our future students understand the material or story simply by
following the instructions of these metacognitive processes with the help of this incredible
chant song,

Synapse Strengtheners:

1. Surf the internet for additional readings on metacognition.

 Metacognition is thinking about one's own thinking. It refers more specifically to the
procedures used to organize, keep track of, and evaluate one's comprehension and
performance. A critical awareness of one's thinking and learning, as well as of
oneself as a thinker and learner, is a component of metacognition. Other reading
comprehension techniques are built on metacognition, or thinking about one's own
thinking. Proficient readers constantly check their own thoughts to better understand
the text and to regulate how they interact with it. As Tanny McGregor argues in
Comprehension Connections, "Text plus thinking equals genuine reading! Teachers
can aid students in the development of this skill by serving as role models and
offering tangible experiences to aid understanding and application of the method to
fiction or nonfiction texts.
 2. Make a collection of metacognitive strategies that can make learning more
effective and efficient.

 Think aloud

Excellent for problem- solving and comprehension of literature. Think-aloud exercises

encourage students to carefully observe and consider what they are learning. When
teachers read aloud a narrative or issue while pausing sometimes to express their opinions,
it is effective

 Checklist, Rubrics and Organizers

Great for solving word problems. These organizational tools support students in the
decisionmaking process because they serve as an aid for planning and self-evaluation.
Typically they ask what students know to arrive at an answer and emphasize the need to
reread the problem and selfcheck responses.

 Reading Comprehension

Students must actively engage with a text and correctly discern its levels of meaning in order
to truly master reading. Because persons with poor reading comprehension abilities struggle
in their academic, professional, and personal endeavors, it is crucial for pupils to have strong
reading comprehension skills

3. Make a collection of teaching strategies that develop metacognition in students.

 Write-Pair-Share

This practice comprises silent individual writing, small-group sharing, and whole-group
sharing, as the name would imply. In order to promote metacognitive thinking about issue
solving techniques, use the traditional write-pair-share activity. Summarize a few
brainstorming strategies, then have various groups attempt different strategies. Have
students present their ideas and evidence, then perform a write-pair-share about the pros
and downsides of their brainstorming technique, or have them compare and contrast
alternative strategies.

 Rubrics

Forcing students to self-assess is a common approach for fostering metacognition. As you’re

planning a unit or activity that employs a rubric, examine the learning, thinking, and problem
solving skills that drive success in each aspect of the rubric. At the end of a project, have
students self-assess their performance on the rubric. After applying the rubric to the project,
discuss any parallels or discrepancies between the two ratings. Have students choose one
of the success-driving techniques from one of the dimensions in the rubric to work on in the
future
Extend by Researching

Problem Research Methodology

The investigators in this paper try to analyze The investigators use a standardized
the metacognitive awareness of secondary awareness inventory for checking the
school students. metacognitive awareness of secondary school
students. The study tries to find out whether
there exists any significant difference between
the various sub samples Gender, Locality and
Type of Management of school based on their
metacognitive awareness. The investigators
use appropriate statistical techniques for the
data collection and analysis of the data.
The sample consists of 180 secondary
school students from various schools of
Kottayam district. The methodology adopted is
normative survey method. [1] (Best & Kahn,
2007).The tool used was metacognitive
awareness inventory prepared and
standardized by Sindhu P.G (2011). It consists
of thirty items following 5 point scale. The
scale was standardized with reliability
coefficient 0.742 which shows high reliability.
Reliability is ensured using test-retest method.
Validity is ensured as content validity.
Title: A Study on the Metacognitive Awareness of
Secondary School Students

Source Jaleel, Premachandran(2016) A Study on the

Metacognitive Awareness of Secondary School
Findings Students, P.165-172 Conclusion

The secondary school students are identically Activities that encourage a reflective and
distributed among each group in the strategic stance towards learning should be
Metacognitive Awareness. embedded in the regular activities of a
There is no significant difference in the classroom. Such reflective activities are an
metacognitive awareness of secondary school add-on, which takes away from the ongoing
students based on their locale. reflection, evaluation, and revision, and being
There is no significant difference in the strategic about work. When teachers make
metacognitive awareness of secondary school aspects of learning and problem-solving
students based on their gender. visible, and help students identify their own
There is no significant difference in the strengths and strategies, they can have a
metacognitive awareness of secondary school lasting impact on how their students learn
students based on type of management of the once they leave their classrooms.
school.
Evaluation

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

 Think-Pair-Share

What is it? A brief exercise that enables students to consider a question carefully before
sharing their answers with others.

Good for: allowing students to gather their thoughts before contributing, promoting equal
participation, and making sure all students participate in the discussion.

How to: Pose a question or present a problem. Give students 1-5 minutes to think through
(or write down) their response. Next, have students turn to a partner and discuss their ideas.
Finally, ask students to share what came up in their pair discussions during a whole class
discussion.

 Fish Bowl

What is it? A technique for organizing group participation that promotes peer interaction and
attentive listening

Good for: Promoting equal involvement in the classroom and ensuring that each student
participates in the discussion

How to: Put three to four chairs in the smaller inner circle and the rest of the chairs in the
bigger outer circle. When the facilitator asks the first question, the participants in the inner
circle discuss it among themselves while everyone in the outer circle pays close attention.
Participants in the inner circle may choice to depart, at which point anyone in the outside
circle is allowed to take the empty seat in the inner circle and join the conversation.

 Index Card Takeaways

What is it? A brief end-of-class exercise that invites participants to consider what they have
learned today and make plans for how they will put that knowledge to use.

Good for: Debriefing after an experience, stating goals, and creating plans to reach them.

How to: Provide each student with an index card. On one side, have them identify a key
idea or concept they learned that day. On the reverse side, ask them to identify a next step
(e.g. how they plan to implement what they learned in a project or future course).
5 minute non stop Writing

Your 5-minute non-stop writing begins NOW! From the Module on Metacognition

I came to see that metacognition may be used in a variety of ways. People who have
acquired metacognition are able to evaluate their mental processes and change the way
they construct their thinking to accommodate changing circumstances. Students learn how
to recognize the circumstances, procedures, and teaching techniques that are most effective
for them by using metacognition. Metacognition refers to a higher level of thought that entails
control over the thinking practice of the learning process. It aids us in making plans, setting
goals, and solving problems. Higher degrees of success are typically achieved by students
as their metacognitive skills develop. Life experiences are crucial since they heavily rely on
both learning and metacognition.

For this reason, some teachers and students find that using metacognitive strategies and
thought processes can help them develop into more adaptable, creative, and self-directed
learners. Metacognitive skills are introduced and practiced in the classroom, assisting pupils
in learning more efficiently and enhancing memory in kids of all cognitive capacities.
According to the studies we've read, students can gain metacognitive abilities to enhance
their learning