Republic of the Philippines

STO. NIÑO COLLEGE OF ORMOC

Ormoc City

MACION, JENNY T.
BSED III ENGLISH

FACILITATING LEARNER-CENTERED TEACHING – PROF ED 7

Chapter 2: Lesson 1-3. Meta cognition: Thinking About Thinking

“Children must be taught how to think, not what to think”.

-Margaret Mead

Introduction:
Today, facilitating learning is aimed at assisting learners in acquiring expected
competencies. In addition, the facilitation of learning addresses the expected
competencies to help them understand their learning and thinking. Research findings
have shown that meta-cognitive thinking operates as a vital skill to other skills like
problem-solving, creative thinking and critical thinking. The good news is that meta-
cognition can be taught. In this chapter, you will discover the nature of meta-cognition,
its components, and how meta-cognitive processes work in the classroom.

Furthermore, you are expected to:

 Explain meta cognition and its components;
 Delineate the relationship between meta-cognitive knowledge and meta-cognitive
processes; and
 Identify effective meta-cognitive teaching strategies to facilitate learning

Lesson 1: Metacognition & Metacognitive Knowledge

After completing this lesson, you will be able to:

 Explain the meaning of meta-cognition and meta-cognitive knowledge;
 Determine meta-cognitive knowledge required in a specific competency; and
 Apply concepts learned in assessing your work and other’s output.

Instruction: Read thoroughly the Information Sheet attached to this assignment.

Understand it fully and answer the activities that follow.

ASSESS
 Declarative Knowledge

Activity 1: Use the Frayer vocabulary definition model to explain the three metacognitive
knowledge (e.g. declarative knowledge as shown below).

Characteristics

Definition
One such vertical that is defined is
Declarative knowledge known as personal declarative knowledge. It refers to
knowledge it is the learners knowledge about static facts or information stored in a
things it also refers to the understanding of database. This information can be
own abilities, and the knowledge about conceptual, propositional, or even
oneself and a learner and the factors that descriptive knowledge that describes
moderate one's performance. In other words, subjects, things, events, outcomes,
Declarative knowledge refers to the factual and their attributes about each other.
information that we know, and can both be Declarative knowledge can be thought
spoken or written. This is also the knowledge of as information about various
about ourselves as learners and about what categories of facts, such as world
factors can influence our performances. history, mathematical operations, and
so forth.
This type od knowledge is not always
accurate as rhe learners evaluation of
his or her capabilities may be
unreliable.

Examples:

The best example on this, is that manila is Non-examples

the capital city of the Philippines in that
sense means that is declarative knowledge
that is based on factual and relevant to real Knowledge that does not involve
life that you are consciously aware that you awareness and understanding of
understand the information. factual information about the world.
Another example is you know for a fact that Example of these are, they said in
11/01/2000 is my birthday because I was year 30s people experiences a
born on the 1st day of November in the year horrible activity and they said the end
2000 and this is factual since I have a of the world is coming. It is non
document provided that it os true. example since it's declarative but it's
not factual it's just the belief of the
Declarative knowledge is the knowing of this people.
or that, e.g., penguins have feathers or trees
grow by converting carbon dioxide and
sunlight into oxygen (photosynthesis).
Definition: Characteristics

Procedural knowledge known as task It is the ability to execute action

knowledge that involves tje knowledge of sequences to solve problems. This type
how to do things and how skills or of knowledge is tied to specific problem
competencies are executed or the types and therefore is not widely
knowledge on how to execute skills. In generalizable. Procedural knowledge is
other words, it is referred to as the know- goal-oriented and mediates problem-
how data about abilities to do something. solving behavior. Procedural knowledge
This (purely procedural) knowledge base (i.e., knowledge-how) in that it can be
is essentially developed and retained directly applied to a task. For instance,
within organizations and institutions. the procedural knowledge one uses to
Skills, heuristics, and strategies, solve problems.
Knowledge about how to do things is the It is the ability to execute action
process of procedural knowledg knowing sequences to solve problems. This type
Procedural
how to do things or the steps/strategiesknowledge
of knowledge is tied to specific problem
involved in how to do things, e.g., the types and therefore is not widely
steps involved in multiplying mixed generalizable. Procedural knowledge is
numbers or the best ways to make a tuna goal-oriented and mediates problem-
fish sandwich. solving behavior.

Examples: Non-examples

The examples illustrate the solution of a

similar problem and the problem solver example of non procedural knowledge
analogically maps the solution of the are *world history
example onto a solution for the current *Rules for mathematical equations
problem. People make extensive * facts
reference to examples even when they *personal history
are initially taught the rules and
principles.

Another example of procedural

knowledge are designing plastic parts,
writing, debugging computer programs
and performing surgery, and riding a
bicycle is an example on how to apply
procedural knowledge.
Definition: Characteristics

Conditional knowledge known as strategy Knowledge about how to do things.

knowledge is referred the ability to as the Conditional knowledge - Knowledge
know-when and why data and helps in about when and in what conditions
decision making that cognitive acts certain knowledge is useful.
should be applied. The underlying *Conditional knowledge is an
knowledge is acquired from prior understanding of when and how to use
Conditional
experiences. On other hands, Conditional something we already know.
knowledge
knowledge - Knowledge about when and
in what conditions certain knowledge is
useful.

Examples: Non examples

Trying to be a guide when you really need

Conditional knowledge involves knowing to be a sage or vice-versa is like trying to
the when and the why to apply the other fit a square peg in a round hole. Knowing
two types of knowledge, e.g., readers when to be a guide and when to be a
skim newspapers to get the gist, but sage is the hallmark of great student-
apply close reading to literature or difficult centered teaching and learning (it's an
texts to develop deeper understandings. example of conditional knowledge!).
Challenge:
1. Why is meta cognition important to a teacher and a learner?
-Metacognition is very important it allows them to become aware of their own thinking
and to become proficient in choosing appropriate thinking strategies for different
learning task. It enhanced by teacher and learner's to provide avenues for them to learn
it also considered the potential of cooperative in learning teaching metacognition.
Engaging learner's in collaborative discussion of the learning task enables them to
enhance their learning so the use of metacognitive thinking and strategies enables
students to become flexible, creative and self-directed learners meaning they can
regulate their own meaning. It allows them to become aware of their own thinking and to
become proficient in choosing appropriate thinking strategies for different learning tasks.

2. Is prior knowledge essential in developing meta cognitive knowledge? Justify your

answer.

- Yes, prior knowledge is very essential in developing meta cognitive knowledge. prior
knowledge plan a strategy for approaching a learning task, take necessary steps to
problem solve, reflect on and evaluate results, and modify one’s approach as needed. It
helps learners choose the right cognitive tool for the task and plays a critical role in
successful learning.
strategies are the basic mental abilities we use to think, study, and learn (e.g., recalling
information from memory, analyzing sounds and images, making associations between
or comparing/contrasting different pieces of information, and making inferences or
interpreting text). They help an individual achieve a particular goal, such as
comprehending text or solving a math problem, and they can be individually identified
and measured.

3. Using available search tools, read about organization, rehearsal and elaboration
strategies as a learners’ aid to enhance the content of the meta memory. With the
diverse types of learners in the classroom, how would you use these strategies to
benefit your learners?

- strategies are the basic mental abilities we use to think, study, and learn (e.g.,
recalling information from memory, analyzing sounds and images, making associations
between or comparing/contrasting different pieces of information, and making
inferences or interpreting text). Elaborative interrogation and self-explanation are both
very effective strategies to improve learning. Children who repeatedly ask "Why?", are
using an elaborative interrogation strategy. Explaining why something is the way it is (or
is not) requires a deeper level of thinking compared to simply restating facts. Self-
explanation, also known as self-generated explanation, is a technique that learners use
to integrate new information with existing knowledge thus creating new neural
pathways. Evidence suggests that the benefits of elaboration may be enhanced when
learners explain or teach what they know to others, particularly when the learned
information is highly technical or conceptually difficult.

The teaching and support of metacognitive skills in the classroom not only allows
learners to learn more effectively, but it also improves cognition in all students at all
levels of ability. Teachers can implement metacognitive strategies to assist students to
become self-regulating learners and to develop a strong sense of agency in their
learning. Metacognitive strategies empower students to think about their own thinking.
This awareness of the learning process enhances their control over their own learning.
It also enhances personal capacity for self-regulation and managing one's own
motivation for learning. Metacognitive activities can include planning how to approach
learning tasks, identifying appropriate strategies to complete a task, evaluating
progress, and monitoring comprehension.

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 meta cognitive
knowledge necessary for you to include in teaching the desired competency. Use the
matric below as a guide.
Competency: Reading, listening and viewing comprehension
Subject Matter:
Metacognitive Knowledge Specific Skills to Develop in the Lesson
*Refers to what individuals know about *The evaluation phase is the final phase
themselves as cognitive processors, during the metacognitive process. During
about different approaches that can be this phase, individuals evaluate their
used for learning and problem solving, ability to learn during the monitoring
and about the demands of a particular phase. They question whether what they
learning task. learned could help them in other areas,
determine weak areas where they need
to complete additional work and reflect on
what they should've done differently to
maximize their learning experience.

Declarative Knowledge
-The learner demonstrates
communicative competence through his/ *Skills to develop understanding is to
her understanding of Afro- Asian providing Underlining, listing, and
Literature and other texts types for a reflecting as well as the use of questions
deeper appreciation of Philippine Culture helps focus attention. Mnemonics,
and those of other countries. This elaboration strategies, imagery, analogy,
information can be conceptual, organization, chunking, linking, graphic
propositional, or even descriptive organizers, and rehearsals are all
knowledge that describes subjects, learning strategies that can be employed.
things, events, outcomes, and their
 attributes about each other.

Procedural Knowledge
-The learner demonstrates understanding
of: African literature as a means of *It should have an such as ‘process’,
exploring forces that human beings ‘problem solving’, ‘strategic thinking’ and
conntend with; variuos reading styles vis the like, which in turn requires
– à-vis purposes of reading; prosodic distinguishing different levels of
features that serve as carriers of procedure.[6] It is the ability to execute
meaning; ways by which information may action sequences to solve problems.
be organized, related, and delivered Another thing is the skills that needed
orally; and parallel structures and develop is to practice the procedure on
cohesive devices in presenting how to get the idead.
information. Procedural knowledge
known as task knowledge that involves tje
knowledge of how to do things and how
skills or competencies are executed or
the knowledge on how to execute skills.
Conditional Knowledge
-The learner transfers learning by
composing and delivering an informative The skills that should needed to adopt is
speech based on a specific topic of knowing the when and the why to apply
interest keeping in mind the proper and the other two types of knowledge, e.g.,
effective use of parallel structures and readers skim newspapers to get the gist,
cohesive devices and appropriate but apply close reading to literature or
prosodic features, stance, and behavior. difficult texts to develop deeper
This knowledge involves knowing the understandings.
when and the why to apply the other two
types of knowledge.

Lesson 2: Metacognitive Regulation and Control

After completing this lesson. You will be able to:
 Explain the meaning of metacognitive regulation;
 Determine your dominant approach in learning and studying;
 Analyze the relationship among the three metacognitive processes: planning,
monitoring and evaluating; and
 Operationalize metacognitive processes in a given situation or context.

Assess:
Activity 1: Answer the short version of Approaches and Study Skills Inventory for
Students (ASSIST) to determine how you learn and study.

Directions: This questionnaire has been designed to allow you to describe, in a

systematic way, how you go about learning and studying. Please respond truthfully, so
that your answers accurately describe your actual ways of studying and work your way
through the questionnaire quite quickly, making sure that you give a response to every
item. Check the cell that corresponds to your agreement to the statements.
STATEMENTS S A D SD
A
1. I often have trouble making sense of the thins i have to remember. ✅
2. When I am reading an article or book, I try to find our for ✅
myself exactly what the author means.
3. I organize my study time carefully to make the best of it. ✅
4. There is not much of the work here that I find interesting or ✅
relevant.
5. I work steadily though the term or semester, rather than leave ✅
it all until the last minute.
6. Before tackling a problem or assignment, I first try to work out ✅
what lies behind it.
7. I am pretty good at getting down to work whenever I need to. ✅
8. Much of what I am studying makes little sense; it is like ✅
unrelated bits and pieces.
9. I put a lot of effort into studying because I am determined to ✅
do well.
10. When I am working on a new topic, I try to see in my mind ✅
how all the ideas fit together.
11. I do not find it at all difficult to motivate myself. ✅
12. Often I find myself questioning things I hear in lectures or ✅
read in books.
13. I think I am quite systematic and organized when it comes to ✅
revising for exams.
14. Often I feel I am drowning in the sheer amount of material ✅
we have to cope with.
15. Ideas in course books or articles often set me off on long ✅
chains of thought of my own.
16. I am not sure what is important in lectures, so I try to get ✅
down all I can.
17. When I read, I examine the details carefully to see how they ✅
fit in with what is being said.
18. I often worry about whether I will be able to cope with the ✅
work properly.

Challenge:
1. What is the importance of metacognitive experiences and metamemory in
metacognitive regulation and control?

- It is important since metacognitive knowledge is the results of an individual's

metacognitive experiences or the experiences that an individual has through which
knowledge is attained, or through regulations occurs. And the metamemory is the
knowledge of what memory is, how it works and how to remember things, through
instructions and individual effort. Learner's who have been taught how to organize
information and ise rehearsal Strategies have richer metamemory. In short
metacognitive experience and metamemory is important in metacognitive regulations
and control to find out what, when and how to use a particular skills for a given task and
regulate that pertains to thier ability to keep track and monitor and assess thier
knowledge or learning also they can control their learnings.

2. How is your awareness of how you study and learn significant to thinking
metacognitively?

- I am aware that significant of metacognitively this lead learners to think gradually that
lead them to become self-regulated learners which has been proven effective to
improve ones future performance. increases student motivation because students feel
more in control of their own learning. Students who learn metacognitive strategies are
more aware of their own thinking and more likely to be active learners who learn more
deeply. It allows them to become aware of their own thinking and to become proficient
in choosing appropriate thinking strategies for different learning tasks.

3. Using your research tools, read about the differences between novice and the expert
learners. With this knowledge, identify facilitating strategies to support the novice
learners.

-A novice learner is someone who has no specific knowledge about a topic. They lack
any knowledge related to the topic and also lack any exposure to similar topics that may
apply to the area they are learning about. In contrast an expert learner is someone who
has domain specific knowledge that helps them understand the topic you are teaching
them. While they may not have encountered this specific problem before they have
encountered many similar ones. The Strategies that support novice learner's is through
peer mentoring this is proven strategy as many learners best when studying with peers
who are more informed and skilled than them, by observing their more skilled peers
they can learn from them and this is very helpful and useful strategies.

Lesson 3: Metacognitive Instruction (pg. 27-28)

After completing this lesson, you will be able to:

 Explain fundamental principles to teach metacognitive skills;
 Identify metacognitive strategies for a particular lesson; and
 Operationalize metacognitive processes in a given situation/context.

Activity 1: Write a two-paragraph essay explaining one of the principles of effective

metacognitve instruction. Cite a classroom situation to illustrate your argument.
-Metacognitive instruction helps students to focus on the ways they can increase their
learning efficiency by identifying and organizing how they learn. Using metacognitive
strategies facilitates how learners learn. Principles of metacognitive instruction practice
makes learner's aware of their strength and weaknesses as they learn. Knowing their
strength give them confidence to pursue a task. Knowing their weaknesses lead them to
strategize on how to overcome their limited knowledge and how to source out the
needed information of the task.

So one effective principles of metacognitive instruction is instructions amd training

should be stretched over time, thus allowing for the formation of the production rules
and ensuring the smooth and maintained application of metacognitive skills. Example of
these of the classroom is to provide the possible question Do students underline words
that they don’t understand? Do they study better after they physically exercise? Do they
use notebooks, index cards or charts to organize key terms? Will taking a 10 minute
study break help increase memory retention? These questions focus on how we
structure our learning, but they are really just starting points for further exploration. So,
these are the effective principles in metacognitive exames that should apply by the
teachers to the classroom to increase learning efficiency.

Challenge:
1. Why should any instructional plan abide with the three fundamental principles for
metacognitive skills development

- Instructional plan practice to enhance the learners capabilities to transfer their

competencies in learning new task in new context. These allowing for the formation of
the production rules and ensuring the smooth and maintained application of
metacognitive skills.

2. Why should teacher adapt, not adopt the existing metacognitive teaching
strategies?

- Teacher adapt Metacognitive teaching strategies to be able the learner's adapt also
the to be self regulated learners and Teaching with metacognition enables teachers to
gain awareness about and control over how they think and teach by planning,
monitoring, evaluating, and adjusting their instructional goals and teaching strategies in
accordance with their students' needs and the sociocultural context.
 3. How should teachers handle novice and expert learners in the classroom so that
they both develop metacognitive thinking skills?

- The teacher should be patient enough to cater the needs of every learner's. The
teachers should provide variety of strategies to develop metacognitive thinking skills. In
handling both novice and expert Purposeful Practice is any activity that allows both
novices and experts to engage with it. It naturally differentiates by providing repetitive
structured practice for the novices but also allowing more advanced practitioners to
engage in problem solving or learning of flexible concepts. Identifying activities that
provide purposeful practice is very difficult. There must be plenty of opportunities to
practice the key learning outcome

Harness:
1. Using the Exit Ticket graphic organizer, reflect on your learning from this chapter
by filling in the boxes to reflect your metacognitive thinking.

Today, my learning was disrupted because

* I cannot focus to read the modules due to the constraints of the environment which is too
noisy. I got disrupted since i have a lot of things to do here in the house and when I read the
module they are asking me to get the etc or to buy something that's why i got disrupted.

* I got confused also on the answer sheet on the non example of the 3 metacognitive knowledge,
the subject specialization teaching the desired competency and also the systematic way of
learnering and studying on how to tally it.

*And on all in all i enjoyed this topic I am able to find new words and ideas on it. It helps develop
my Learning and develop my self awareness skills.
 Today, I considered a new idea or concept

* Today i found out a new ideas or understanding rather about metacognition, metacognitive
knowledge, metacognitive regulations and control and metacognitive instruction. How these
metacognition, metacognition is important in learner's it's significant and principles.

* Also i also learned the novice and expert learner's the Strategies needed to provide learning for
them. Anyways it's not in the files but I do a research about it. And i guess online learning give
advantage a little bit since learners will try to find out what the words means and they can get
what it's all about with their own.

*Lastly the metacognitive principles and strategies helps on these a lot also these metacognitive
helps in developing planning, monitoring and evaluating.

Today, I am certain that I learned

* that metacognition is very important it allows learners to aware of their own thinking and to
become proficient in choosing appropriate thinking strategies for different learning task. It
enhanced by teacher and learner's to provide avenues for them to learn it also considered the
potential of cooperative in learning teaching metacognition. Engaging learner's in collaborative
discussion of the learning task enables them to enhance their learning so the use of metacognitive
thinking and strategies enables students to become flexible, creative and self-directed learners
meaning they can regulate their own meaning. It allows them to become aware of their own
thinking and to become proficient in choosing appropriate thinking strategies for different
learning tasks.

* Also now I know that metacognition is not the knowledge from a certain idea but rather it
encompasses the knowledge\learnings across learnings it provides principles , strategies and
instructions that are very useful in learning processes and both learners and teachers should be
able to cope up with these principles and strategies to have an effective learning.

Prepared by:

IMELDA A. AMODIA
Instructor