NAME: Lemuel O.

Enovero COURSE:

DATE: FACILITATING LEARNING ROOM:

CONTACT NO: 09056076542 PROFESSOR: MR. J. MAGTIBAY

EMAIL ADD: [email protected] RATING:

LESSON TITLE: MODULE 1: METACOGNITION

WEEK 1 , 3 HOURS

ANSWER SHEET

PART 1
Always Sometimes Never Your Score
(10) (5) (0)
1 I exert effort to find out why I need to do a particular task. /

2 I reward myself when I work. /

3 I see to it that I give myself regular breaks from work. /

4 I am able to keep my concentration and does not let my mind /

“drift away”
5 I have my ways of dealing with distractions. /

6 I am willing to do work I do not enjoy because I see it as /

important.
7 I seek clarification from the teacher about her expectations /
and standards.
8 I go to tutorials to improve my school work. / 60

Page 1 of 6

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PART 2
Always Sometimes Never Your
(10) (5) (0) Score
1 I make a weekly timetable for the school work I need to /
accomplish.
2 I make a review schedule for examinations. /
3 I plan to get the necessary resources and equipment prior /
to starting work.
4 I submit all my assignments on time. /
5 I have a place to work where I won’t be disturbed. /
6 I have time for family commitments and relaxation as well /
as studying.
7 I prioritize tasks which should be done first, second and /
so on.
8 I make list of things to do. /
9 I make a list of valuable references with bibliographic /
details, page numbers of quotes and so on.
10 I review my work before submitting it. / 80

PART 3
Always Sometimes Never Your
(10) (5) (0) Score
1 I discuss work assignments with other students. /
2 I share resources with others students. /
3 I keep cuttings from newspapers and magazines which may be of /
help to me.
4 I make sure I see TV programs which may be useful. /
5 I read the topic assigned before a session. /
6 I ask questions and generally take a part in group discussions. /
7 I listen out for key ideas when someone is talking. /
8 When I am listening to someone, I try to anticipate what they, will / 50
say next.

PART 4
Never Sometimes Always Your
(10) (5) (0) Score
1 I get so worried about assignments that they make me feel ill. /
2 This worry about assignments makes me feel depressed. /
3 I feel miserable about doing assignments. /
4 I let this concern about the work get on top of me. /
5 When I need to work, others always succeed in persuading me to go out. /
6 I have difficulty in talking to others about my worries. /
7 I ignore my personal fitness through worrying about assignments. /
8 The stress of assignments causes me to get behind and I never seem to / 65
catch up.

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PART 5
Always Sometimes Never Your
(10) (5) (0) Score
1 My notes indicate the main ideas, rather than merely repeat what has /
been said.
2 I listen for key ideas when listening to a speaker. /
3 I approach tutors for help. /
4 I organize or file my notes regularly. /
5 I re-write my notes under key ideas, headings, using numbering or /
lettering scheme.
6 I have a shorthand technique of my own. /
7 I underlined or highlight key ideas so they stand out. /
8 I decide before reading a book whether it is vital or background reading. /
9 I go over a book before diving into chapter one. /
10 I check the contents page of relevance before reading book. /
11 I look for summaries at the end of chapters. / 70

PART 6
Always Sometimes Never Your
(10) (5) (0) Score
1 I see to it that I understand what is really being asked for in the /
assignment/ project.
2 I read other references and read about the topic. /
3 I make an outline/plan before doing my assignments/projects. /
4 I check for spelling mistakes. /
5 My essays have clear introductions. /
6 My essays have a conclusion. /
7 I frequently check back to the title during writing essay. /
8 My essay/research paper has a full set of references and a bibliography. /
9 I review project/assignments before submitting it. /
10 I request someone else to look at/read my project/assignment before / 65
submitting it.

EXPLORE
My Score in the Study Habits Questionnaire

Aspect of Study Habits My Score Interpretation

Part 1 Motivation 60 It means that I don’t have problems in starting
work and continuing doing it.
Part 2 Organizing and Planning Your Work 80 Means that I make plans before starting doing
tasks.
Part 3 Working with Others, Utilizing Resources and 50 Means that I have to learn more on how to
Feedback use the resources that I collected.
Part 4 Managing School Work Stress 65 It means that I can handle stress and don’t let
it affect my student life.
Part 5 Note-taking and Reading 70 Means that I have to improve my reading
skills and taking notes from lectures.
Part 6 Preparing an Assignment/Project 65 It means that I can demonstrate my writing
skills but there is room for improvement.

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What did you discover about yourself using this questionnaire? What aspects are you strong in?
What aspects do you need to improve in? Filling out this questionnaire on study habits helped me
recognize and uncover my strengths and weaknesses. Using information from my strengths lie in my
ability to take good notes and read effectively, while my biggest weakness is managing stress related
to school/work. This survey will greatly assist me in enhancing my study skills and beginning to learn
more efficiently.

EXTEND BY REFLECTING

1. Studying children's memory processes, predictions, recall performance, and memory

strategies provides valuable insights into their metacognitive abilities and memory development.
By examining these factors and exploring potential age-related differences, researchers and
educators can gain a deeper understanding of children's memory capabilities and inform strategies
for enhancing memory performance and metacognitive skills in educational settings.
2. Assessing children's storytelling abilities and narrative recall provides valuable insights into
their cognitive development, language skills, and comprehension of story elements. By examining
how well children retell a story, the order in which they present the narrative, and potential age-
related differences in storytelling proficiency, researchers and educators can gain a deeper
understanding of children's narrative processing and memory recall capabilities. This knowledge
can inform strategies for enhancing storytelling skills, promoting narrative comprehension, and
fostering language development in educational settings.
3. In evaluating older children's responses regarding memory and reading, it is evident that
schools play a critical role in supporting the development of metacognitive strategies for memory
and reading comprehension. By examining children's awareness of their learning preferences,
perceived teacher support, and attitudes towards reading, we can assess the effectiveness of
schools in creating a conducive learning environment that caters to individual needs and promotes
a culture of literacy and lifelong learning.

EXTEND BY REFLECTING

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Problem Research Methodology

1. To analyze the level of metacognitive

awareness of student teachers.
The present study was Descriptive in nature
2. To analyze the learning styles of student as it intended to study the metacognitive
teachers. abilities and learning styles as they existed
3. To identify the learning styles of student at present among student teachers.
teachers at different levels of
metacognition.
4. To compare the levels of metacognition
of student teachers with different learning
styles.

A Study of the Metacognition Levels of Student

Teachers On The Basis Of Their Learning Styles
Dr. Geeta Shetty
Department of Education, St. Xavier’s Institute of
Education, India
IOSR Journal of Research & Method in Education
(IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–
737X Volume 4, Issue 1 Ver. V (Feb. 2014), PP 43-
51 www.iosrjournals.org

Findings
Conclusions/Recommendations
There is a significant difference in the Mean score
on Metacognitive Awareness of student teachers The study of metacognition has provided educational psychologists
with insight about the cognitive processes involved in learning and
who are Extroverts and that of student teachers what differentiates successful students from their less successful
who are Introverts. Hence the null hypothesis is peers. It also holds several implications for instructional interventions,
rejected. such as teaching students how to be more aware of their learning
processes and products as well as how to regulate those processes
-There is no significant difference in the Mean score for more effective learning. The task of educators is to acknowledge,
cultivate, exploit and enhance the metacognitive capabilities of all
on Metacognitive Awareness of student teachers learners. Metacognition, or awareness of the process of learning, is a
who are Sensate and that of student teachers who critical ingredient to successful learning. It is found that a student
are Intuitive. Hence the null hypothesis is accepted. teacher who is an Introvert and a Thinker scores in Metacognition
over those with the other learning styles. The learners with other
-There is a significant difference in the Mean score learning styles would probably benefit with reflective practices done
on a regular basis. By giving more occasions for quiet introspections
on Metacognitive Awareness of student teachers on thinking patterns and regular journaling could help in the
who are Thinkers and that of student teachers who development of Metacognitive Awareness. Questioning and focused
are Feelers. Hence the null hypothesis is rejected. inquiry on thought patterns of students would help them to think
metacognitively. Providing students with meaningful activities and
--There is no significant difference in the Mean collaborative learning opportunities would make them more reflective
score on Metacognitive Awareness of student individuals. The result of metacognition is the conscious regulation
and rearrangement of how one thinks in the face of complex
teachers who are Judgers and that of student problems requiring novel solutions. The importance of ‗quiet time‘
teachers who are Perceivers. Hence the null should be emphasized as it helps learners to introspect, reflect and
hypothesis is accepted. reform themselves.

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5 MINUTE NON-STOP WRITING

From the module in metacognition, I realized that metacognition refers to the awareness and
understanding of one's own cognitive processes, including thinking, learning, problem-solving, and
decision-making. It involves the ability to monitor, regulate, and reflect on one's mental activities in
order to improve learning and performance. Metacognition allows individuals to set goals, plan
strategies, monitor progress, and evaluate outcomes in various tasks and activities.

In essence, metacognition involves thinking about your own thinking. It enables individuals to become
more aware of how they learn, understand their strengths and weaknesses, and adapt their learning
strategies to become more effective and efficient learners. By developing metacognitive skills,
individuals can enhance their problem-solving abilities, critical thinking skills, and overall cognitive
performance in academic, professional, and personal settings.

Enriching Minds of Champions