Part 1: Understanding Declarative, Procedural, and Conditional Knowledge

All knowledge can be categorized into one of three types, namely declarative, Procedural, and
conditional knowledge. Declarative knowledge is knowledge you know to be true and that you
can state as fact, i.e., the sky is blue. Procedural knowledge is knowledge of the processes
needed to go through to apply your Declarative knowledge, i.e. I can mix blue and yellow
watercolors to create green. Conditional knowledge is knowing when to apply your declarative
and procedural knowledge correctly. A learner uses conditional knowledge when they mix blue
and yellow to create green paint so they can paint grass. (Woolfolk Hoy, 2000, p. 330)

I will keep these types of knowledge in mind and create a lesson plan for Grade 4 English Home
Language, in the topic of writing a diary entry. Learners will use declarative knowledge when
writing by following grammar rules and punction when they write. They will use procedural
knowledge when they employ the writing process by brainstorming, drafting, and editing their
texts. Finally, learners will use conditional knowledge when they apply the appropriate structure
to the diary entry such as the date and Dear diary in the heading.

I will also apply these knowledge types in my lesson planning. Declarative Knowledge will be
used when I discuss what a diary entry is with the class as this uses my knowledge of facts.
Procedural Knowledge is used when I plan the structure of my lesson. This includes knowing
how to start the lesson with a hook to pique the learner's interest and then showing them how a
diary entry is structured. Finally, they will write their own diary entry to show their
understanding of what was taught. I will employ my Conditional Knowledge when I adapt the
lesson for different students’ needs. This entails differentiating lessons based on the universal
design for learning principles. This is a framework that aims to improve teaching and learning
for all students and is based on the neuroscience of learning. (About Universal Design for
Learning - CAST, 2024)

The types of knowledge; declarative, procedural, and conditional are interconnected and play a
role in both teaching and learning. Declarative knowledge provides the facts and rules which are
the foundation needed for understanding anything. For example, students must first understand
the rules of grammar and punctuation before they can start the writing process, which is
procedural knowledge. Once students fully understand the declarative knowledge, they can use it
in a process. In my lesson plan, students will use their understanding of what a diary entry is and
use it when following the writing process of brainstorming, drafting, and editing their texts. They
then use Conditional knowledge when they apply their declarative and procedural knowledge
correctly, by including the date and dear diary, when writing their diary entry. This
interconnected lesson will improve their writing skills, deepening their understanding of the
writing process. Students will be better prepared for the writing process as I have taken an
interconnected approach by incorporating all three of the knowledge types into my lesson.

Using declarative, procedural, and conditional knowledge in lesson planning is crucial for
developing teaching strategies that are effective. This integration of knowledge types allows
students to engage more with the material, leading to better comprehension and will help learners
retain the information. In my lesson planning, I teach learners declarative knowledge by
discussing what a text needs to qualify as a diary entry diary and remind them of the grammar
rules they should apply when writing. This is important for students as they will then progress to
procedural knowledge, when they brainstorm, draft, and edit their writing. Finally, conditional
knowledge is applied as students learn to structure their writing based on their understanding of
the purpose of the text, a dairy entry. This shows that they can apply what they have learned.
Understanding and using these knowledge types creates an engaging learning environment that
meets the diverse needs of students.

My lesson plan will demonstrate principles of "planning for learning" by planning for the
learning styles and needs that learners have, which is the main aim of the Universal Design for
Learning. (About Universal Design for Learning - CAST, 2024) This will make sure that the
lesson material is accessible to all learners and that each learner can engage with the lesson
effectively. I incorporated different activities into my lesson such as the group discussion for
social learners and the individual writing task which caters to those who like to work alone.
There will also be a printed example of a diary entry which will appeal to visual leaners. This
variety means that each student will be interested in the lesson as there will be an activity that is
suited to their learning style. To maintain a presence in the classroom I will circulate during
group activities, providing support and guidance to those who may struggle with the writing
process. Additionally, I will prepare differentiated tasks that allow advanced learners to explore
more complex diary entry styles, while providing scaffolding for those who need more support.
By incorporating these strategies, I aim to create an inclusive classroom environment where
every student feels supported and valued. This thoughtful planning ensures that I can meet
individual needs while fostering a collaborative and engaging atmosphere that promotes effective
learning.

Part 2: Metacognitive Strategies in Education

The term metacognition refers to a learner's ability to plan, monitor and evaluate their own
learning, these skills better equip them to face challenges they may have in future. For students,
having metacognitive skills means that they can recognise their own thought patterns, have
autonomy of their learning, and evaluate their learning outcomes. This means they understand
what caused their successes or failures and can employ appropriate strategies to deal with them.
(“Metacognition | Teaching Strategies & Classroom Activities”) “Metacognitive strategies are
techniques to help students develop an awareness of their thinking processes as they learn.”
(“Metacognitive Strategies | Center for Teaching Innovation”) The metacognitive strategies I
intend on incorporating into my lesson are planning and goal setting, self-monitoring during
writing and reflection after writing.

Planning and Goal setting

For learners to effectively plan a diary entry, I will first make sure that they understand the
purpose of diary entry. Once learners understand that they are writing to reflect on a personal
experience or emotion, we will move on to brainstorming. During brainstorming, learners will
have the opportunity to recall and make notes about a day or specific memory they would like to
write about. They can then organise these notes in logical order, placing them in chronological
order or grouping related ideas.

Self-Monitoring During Writing

During the writing process, I will continuously encourage learners to reread the sentences that
they have written, asking themselves if what they are writing adds to the main theme and does
not include necessary details. I will also encourage them to continuously check the clarity of
their writing by questioning if someone else would understand what they have written and
correcting accordingly. Thos will ensure their writing is clear and logical. I will make learners
aware that there is a set time to complete the diary entry and display a countdown on the board.
This will allow learners to be responsible for their own time management and encourage them to
plan properly and work effectively to get the writing task done.

Reflection After Writing

Once learners have completed their diary entry, I will provide them with a rubric where they can
self-evaluate their work. I will encourage them to read their entries, checking if the content has
conveyed the message they wanted to share. They will also look for spelling errors or errors in
grammar as well as checking if they have followed the correct layout and format
We will end by setting a goal for next time, where they will identify one area they would like to
improve on, this could be spelling if many mistakes are found or time management if a learner
were unable to complete their entry.

These strategies will help Grade 4 learners in their writing process and build self-regulation
skills, allowing them to write more effectively and with a greater awareness of their thought
process

One of the main organizational techniques I will use is differentiation so, I can cater to multiple
earning styles. For visual learners, I will have printed diary entries that show the structure and
format. For auditory learners, I will discuss the purpose and the emotional aspects of diary
entries aloud. Kinaesthetic learners can brainstorm by using sticky notes, allowing them to
scribble down ideas and then organising them. This differentiated approach is based on the
Universal Design for Learning (UDL) framework, which aims to make lessons accessible to all
learners (CAST, 2024). By doing so, I create an inclusive classroom environment where every
student participate.I will also incorporate formative assessment through the lesson, so as not to
interrupt its pace. For example, after brainstorming, I will ask students to talk about their entries
with their desk partner, providing an opportunity to refine their concepts through peer feedback.
While students work on their rough draft, i will walk around, observing and offering guidance
when they need it. I can then help students apply the declarative and procedural knowledge that
they have gained. This will allow me to make immediate adjustments to my lesson so that
students remain on track. I will be able to address any misconceptions early, enhancing both the
teaching and learning experience.

References
About Universal Design for Learning - CAST (2024). https://www.cast.org/impact/universal
design-for-learning-udl.

Woolfolk Hoy, A., 2000. Educational psychology in teacher education. Educational

Psychologist, 35(4)

Metacognition | Teaching Strategies & Classroom Activities,

https://www.highspeedtraining.co.uk/hub/metacognition-in-the-classroom/.

Metacognitive Strategies | Center for Teaching Innovation, https://teaching.cornell.edu/teaching-

resources/active-collaborative-learning/metacognitive-strategies.