DETAILED LESSON PLAN IN EDUCATION 7

(FACILITATING LEARNING)

I. Learning Objectives:
Upon the completion of this lesson, the students will be able to;
 explain metacognition
 identify the three categories of metacognitive knowledge
 determine the novice and expert learners
 apply metacognitive strategies in one’s quest for learning
 recall the importance of developing metacognition in learning
 understand the importance of metacognitive strategies to facilitate
learning
 develop appreciation in outcomes of using various strategies

II. Learning Content

a. Topic : Metacognition
b. References : M. D. Lucas, Ph. D. B. B. Corpuz, Ph.D.
(2015) Facilitating Learning pg. 1 – 18 .,

Other Learning Resources: Projector, Laptop,

DLP, Print Materials, Powerpoint Presentation,
and Visual Aids

III. Lesson Proper:

Teacher’s Activity Students’ Response

A. Activity

Routine Activity

Greeting
“Good morning class!” “Good morning teacher/s…”

Prayer
“Let us pray…” (one student would pray)

Organizing the classroom

“Please pick up the pieces of paper “Yes, Sir”

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 under your chair and put your seats in (the students will pick up the
proper alignment.” pieces of paper and arrange their
seats)

Checking of attendance
(this will be asked on the secretary of (the student would tell who is/are
the class) absent)

(Mood Setting/Ice Breaker):

(The teacher will ask some tricky and

metacognitive questions for the students)

“Let us start our day with these very

easy questions I prepared. Anyone of “Yes, Sir!”
you can answer. Are you ready?

(The teacher asks will present tricky or

critiquing questions)

“Question no. 1: Please look at the

picture and say the colours that you
see. (The class responds...)
‘Question 2: Which one is matched
correctly with its colour?”

“Question no. 3; How can you get 30

by placing the balls into the boxes in
the following equation?

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 Answer 1: Green-Gray-Purple-Red-
Blue-Yellow-Magenta-Black-Pink-
Orange-Cyan-Brown.
Answer 2: Blue on the text matches
with the colour.
Answer 3: This question cannot be
solved mathematically. Because the
sum of three odd numbers cannot be
even.

But here the important thing is your

attention

When you place the balls numbered

with 11 and 13, you will get 24.

Then, if you place the ball numbered

with 9 but inverted, you will get
24+6=30.

(This continues, until 3 participants are get

the correct answer. After, the discussion
starts. A prize will be given to the winner)

“class I know it is hard and tricky question

“ sir that’s METACOGNITION?!?”
and do you know that you are thinking
about thinking?”

“yes and that is our topic for todays lesson”

B. Application

(The teacher presents the lesson with the

aid of a LCD Projector, laptop, and
speakers. The use of PowerPoint
presentation will be employed.)
*note: the instructor will only be regarded

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as one though three are present in actual
presentation

“Good day, class. Do you know how to

learn? Many people don’t. Specifically,
they don’t know how to look inward to
examine how they learn and to judge “ yes/no”
which methods are effective.

What we are talking about is called

Metacognition It is the awareness or
analysis of one’s own learning or
thinking process.

“ do you have any idea what is “ yes/no”

metacognition”
.
• “Thinking about thinking” or “learning
how to learn”
• Acquired knowledge about cognitive
process.

WE HAVE THREE CATEGORIES OF

METACOGNITIVE KNOWLEDGE

The First Category is:

KNOWLEDGE OF PERSON
VARIABLES
• Knowledge about how human beings
learn and process information.
• For example, studying early in the (the students will listen attentively)
morning and late at night.
• Working better in a quiet library rather
than at home where there are lot of
things that make it hard for you to focus
and concentrate.

“Class what do preferred to study on a “ Sir in a quiet place, because I can

quiet place or not?” focus on a specific subject that I
need to study “

“very good, me too I preferred to study

in a quiet place, I like the calmness that
soothes to my brain.”

Our Second Category is:

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KNOWLEDGE OF TASK VARIABLES
• Knowledge about the nature of task.
• It is about knowing what exactly needs
to be accomplished, gauging its difficulty
and knowing the kind of effort it will
demand for you.

“class what comes first your report in “ Sir my report in Math”

math, or your attack in mobile legends”

“exactly, because metacognitive

learners knows what he needs and to
accomplished in a short span of time”

• For example, being aware that you

take more time in reading a book in
educational philosophy than reading a
novel.

Our Last and Third Category is:

KNOWLEDGE OF STRATEGY
VARIABLES
• Involves awareness of the strategy you
are using to learn a topic.

“can you give one teaching strategies or “learner – centered, culture –

methods that you learn in your previous sensitive, research based,
professional education subject?” contextualized and global,
experimental ,MTB – MLE based
and collaborative., etc…

“very good. There are millions of ways

to learn and a teacher also uses millions
of strategies to teach.”

• Meta-attention is the awareness of

specific strategies so that you can keep
your attention focused on the topic or
task at hand.
• Meta-memory is your awareness of
specific strategies that work best for
you.

“do you remembered the theory of “ yes sir, a child’s mind is like an
tabularasa” empty sheet, by the time goes by
he in his development he learned

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 different body of knowledge that
stock on their minds.

“exactly! But meta – memory is learning

where you apply an specific strategies
that my works for you!”
Omrod, includes the following in the
practice of
metacognition:
• Knowing the limits of one’s own
learning and memory capacities.
• Knowing what learning tasks one can
realistically accomplish within a certain
amount of time.
• Knowing which learning strategies are
effective and which are not.
• Planning an approach to a learning
task that is likely to be successful.
• Using effective learning strategies to
process and learn new material.
• Monitoring one’s own knowledge and
comprehension.
• Using effective strategies for retrieval
of
previously stored information. The Students will listen attentively.
• Knowledge is said to be metacognitive
if it is keenly used in a purposeful
manner to ensure that a goal is met.

Huitt believes that metacognition

includes the ability to ask and answer
the following types of questions:
• What do I know about this subject,
topic, issue?
• Do I know what I need to know?
• Do I know where I can go to get some
information, knowledge?
• How much time will I need to learn
this?
• What are some strategies and tactics
that I can use to learn this?
• Did I understand what I just heard,
read or saw?
• How will I know if I am learning at an
appropriate topic?
• How can I spot an error if I make one?

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• How should I revise my plan if it is not.

METACOGNITIVE STRATEGIES TO
FACILITATE LEARNING
SOME EXAMPLES OF TEACHING
STRATEGIES TO
DEVELOP METACOGNITION:
1. Have students monitor their own
learning and
thinking.
2.Teach students study or learning
strategies.
• TQLR – it is a metacognitive strategy
before listening to a story or a
presentation.
• PQ4R – this strategy is used in a study
of a unit or chapter.
T - TUNE IN
- It is first important for the learner
himself to be aware that he is paying
attention, and that he is ready to learn.
Q – QUESTION
- the learner is given questions or he
thinks of questions about what he will
soon learn. The Students will listen attentively.
L – LISTEN
- the learner exerts effort to listen.
R – REMEMBER
- the learner uses ways or strategies to
remember what was learned.
P – PREVIEW
• Scan the whole chapter before delving
in each paragraph
Q – QUESTION
• Read the guide question provided, or
think of your own questions about the
topic.
R – READ
• Check out sub headings as you read.
Find out the meaning of words that are
no clear to you.
R – RECITE
• Work on answering the questions you
had earlier.
R – REVIEW
• Pinpoint topics you may need to go

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back and read in order to understand
better.
R – REFLECT
• Think about what you read.
3. Have students make predictions
about information to be presented next
based on what they have read.
4. Have students relate ideas to existing
knowledge structures.
5. Have students develop questions;
ask question of themselves, about
what’s going on around them.
6. Help students to know when to ask
for help.
7. Show students how to know when to
transfer knowledge, attitudes, values,
skills to other situations
of tasks. The students will listen attentively.

“We also have 2 types of learner in

Metacognition

NOVICE AND EXPERT LEARNERS

Novice Learners
• A person who has just started learning
or doing something.
Expert Learners
• Employed metacognitive strategies in
learning.
• Monitored their learning and
consequently adjusted their strategies to
make learning more effective.

“So, class are you an expert or novice “Novice / Expert”

learner?”

DIFFERENCE BETWEEN NOVICE

AND
EXPERT LEARNERS
• Knowledge in different subject areas
• Problem Solving
• Learning/thinking strategies
• Selectivity in processing
• Production of output

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Activity Proper

(The teacher starts the last activity.)

“For our last activity, I want you to

prepare your own metacognitive game
plan on how you can apply
metacognition to improve your study “ Yes, Sir”
skills.

(After a minute. The teacher will ask who (The student will actively do the
can share his/her work. This will be given a said activity)
prize)

C. Abstraction

“We all see how metacognition help

learners to be a learner. How the
teachers will develop and used
metacognition in the teaching – learning
process and we will be able to identify
the three categories of metacognitive
knowledge and 2 types of metacognitive
learners

Before having our quiz, let’ s have some

recap”

(The teacher would give a short review in ( The students will answer or ask
topics discussed) questions on the teacher)

“it’s refers on thinking about thinking? “ Sir, Metacognition!”

“Very Good”

“we have three categories of “ The three categories of

metacognitive knowledge, and what are metacognitive knowledge are
they?” knowledge of person variables,
“exactly!” knowledge of task variables and
knowledge of strategy variables “

“There are many metacognitive teaching “ Sir some of these are the TQLR
strategies to facilitate learning, would strategy”
you give one?”

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 “TQLR stands for what?” “ Tune – in, Question, Listen and
“Very good!” Read.

D. Analysis

(The teacher gives a short quiz)

“Let’s see class what we have learned (The students identifies the
for today. You have to answer this short corresponding answer)
quiz for around 10 minutes.”

Instruction: Identify the corresponding

answer in each question.

1. Refers to thinking about thinking?

2. It is the awareness of specific
strategies so that you can keep your
attention focused.
3. It is the awareness of specific
strategies that work best for you.
4. TQLR Metacognitive strategy stands
for?
5. PQ4R Metacognitive strategy stands
for?
6. It is the person who has just started
learning or doing something.
7. Person who employed metacognitive
strategies in learning.
8. – 10. Enumerate the three
categories of metacognitive
knowledge.

ANSWER:

1. Metacognition
2. Meta – attention
3. Meta – memory
4. Tune – in, question, listen and read.
5. Preview, question, read, recite,
review and reflect.
6. Novice learner
7. Expert learner

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 8. Knowledge of person variables
9. Knowledge of task variables
10. Knowledge of strategy variables

ASSIGNMENT / AGREEMENT

1. What is Learner – Centred

Psychological Principles
2. Enumerate the 14 principles of
Learner – Centred Psychological
Principles

*M. D. Lucas, Ph. D. B. B. Corpuz, Ph.D. (2015)

Facilitating Learning

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