MODULE 2- Metacognition: Thinking About

Thinking

I. Learning Objectives:

At the end of this lesson, you are expected to be able to:

a. explicit the essential skills and strategies in metacognition.identify
developmental stages of learners in different curriculum levels;
b. cite ways on how to use the metacognitive processes and instruction in
teaching-learning process.

II. Learning Topics:

 Metacognition and Metacognitive Knowledge
 Metacognitive Regulation and Control
 Metacognitive Instruction

III. Learning Content:

Principles for effective metacognitive instruction
 1. Metacognitive instruction should be embedded in the context of the
task at hand in order to allow for connecting task-specific condition (the
IF-side) to the procedural of “How” the skill is applied in the context of
the task ( the THEN-side of production rules).
 2. Learners should be informed about the benefit of applying
metacognitive skills in order to make them exert the initial extra effort.
  3. Instruction and training should be stretched over time, thus allowing
for the formation of production rules and ensuring the smooth and
maintained application of metacognitive skills.
METACOGNITIVE TEACHING STRATEGIES
Graphic ORGANIZERS
 are visual illustrations displaying the relationships between facts,
information, ideas, or concepts. Through the visual displays, learners
are guided in their thinking as they fill in the needed information.
THINK ALOUD
 helps learners to think aloud about their thinking as they undertake the
task. The learners report their thoughts while they do it. With the help
of a more knowledgeable learner, the errors in thinking and the in
adequacy of declarative , procedural, and conditional knowledge can
be pointed out, giving the learner increased self-awareness during
learning.
JOURNALIZING
 can be used together with think aloud. In a journal, learners write what
was in their mind when they selected an answer and the reasons for
their choice. Later, they write about their realizations where they were
wrong and what should have been considered in answering. Finally,
they resolve on what to do next time a similar situation/problem arises.
ERROR ANALYSIS
 is a “systematic approach for using feedback metacognitively to
improve one’s future performance” (Hopeman, 2002). Asking the
learners where they are correct and wrong provides avenues for them
to evaluate thinking.
WRAPPER
 is an activity that fosters leaners’ metacognition before, during, and
after a class. In a reading class, before the selection is read, the
teacher asks about the theme of the selection based on the story title.
While reading the selection, learners are asked if their assumptions
were true. After reading the learners are asked what made them
comprehend or not comprehend the story.
PEER MENTORING
 is a proven metacognitive strategy as many learners learn best when
studying with peers who are more informed and skilled than them.
Novice learners, by observing their more skilled peers, can learn from
metacognitive strategies of their peer mentors.
 IV. LEARNING TASKS:

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 describe, in a

systematic way, 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.

SA means Strongly Agree, A means Agree, D means Disagree, and SD

means Strongly Disagree

STATEMENTS SA A D SD
1. I often have trouble making sense of the things I have to
remember.
2. When I am reading an article or book, I try to find out for myself
exactly what the author means.
3. I organize my study time carefully to the best use of it.
4. There is not much of the work here that I find interesting or
relevant.
5. I work steadily through 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 because I am determined to do
well.
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 together.
11. I do not find it all difficult to motivate myself.
12. Often I find myself questioning things I hear in lectures or read
in books.

13. I thing 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
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 need, I examine the details carefully to see how they fit
in with what being said.
18. I often worry about whether I will ever be able to cope with the
work property.

Activity 2. Classify the following questions/statements if the learner is

engaged in planning, monitoring, or evaluating phases of metacognitive
regulation and control.

1. Is this strategy leading me to the correct answer?

Answer: __________
2. My answer does not meet the standards in this scoring rubric.
Answer: __________
3. What strategy is best for this type of problem?
Answer: __________
4. What does this task expect me to produce?
Answer: __________
5. The teacher is nodding as I speak. I am right in organizing my answer.
Answer: __________
 MODULE ASSESSMENT
Directions: Read the statements and decide which of the given choices
would answer the question correctly or complete the statement. Encircle the
letter of your answer.

1. Procedural knowledge is also known as____________.

a. Person knowledge
b. Task knowledge
c. Strategic knowledge
d. Conditional knowledge

2. When Mary ponders on whether or not she knows the answer to the
teacher’s questions, she then realizes that she has no idea on the
question at all. She is in the process of –
a. Strategic thinking
b. Metacognition
c. Problem Solving
d. Creative thinking

3. Which of the following metacognitive knowledge operates when the

learner has his own way of learning information?
a. Procedural knowledge
b. Declarative knowledge
c. Conditional knowledge
d. Specific knowledge

4. Which of the following metacognitive teaching strategies is used when the

teacher asks the following to students at the end of the lesson. “Give me
three things that you learned and one thing that you still need to learn
more.”
a. Summarizing
b. Reflective thinking
c. Wrapper
 d. Assessment

5. Which of the following statement best fits the concept of metacognition?

a. Knowing how to solve problems presented in novel ways
b. The awareness of what is known and how to use it appropriately
c. The ability to manipulate knowledge to arrive at the correct answer
d. Sufficient knowledge about facts, procedures, and conditions to use
them

6. Kenneth is aware that he is hard up in Math, but he motivate himself to

strive by not going out at night to have enough time to read his lessons.
Such action demonstrates the concept of-
a. Self-regulation
b. Meta-attention
c. Metamemory
d. Metacomprehension

7. Cognition is involved in metacognition. In what way does cognition work

during metacognition?
a. Memorizing concepts and rules
b. Monitoring the progress of work
c. Solving the problem cautiously
d. Recalling rules to apply

8. Bert knows that he has to develop more techniques to memorize concepts

and terms in Science. Which component of metacognition does he
display?
a. Metacognitive knowledge
b. Metacognitive regulation
c. Metacognitive experiences
d. Metacognitive restriction

9. Who among the students is a novice learner?

 a. Rose tries out a strategy then revises it when it does not fit the
problem.
b. Jose reads through the difficult problem and solves it right away.
c. Edna tries to recall information and procedures related to the problem.
d. Dexter recalls the procedure he used previously to a similar problem.

10. Which of the following teacher prompts indicates that the learner is
engaged in the planning stage of metacognition process?
a. Is my classification of the plants correct?
b. Do I have to take this plant out of this group?
c. Do I know the differences of all these plants to classify them?
d. Am I consistent in using the same criteria to classify all these plants?

11. Martha asks herself: “Should I try a different approach to arrive at the
cause and effect of the problem?” In what stage of the metacognitive
process is she in?
a. Planning
b. Monitoring
c. Evaluating
d. Both planning and monitoring

12. Indira could identify the uses of baking tools and equipment. She knows
how to bake. One time, she lacked one ingredient, but realized that she
could use another similar ingredient to replace the recommended one.
What type of knowledge is Indira demonstrating in this situation?
a. Declarative
b. Procedural
c. Conditional
d. Contextual

13. Susan has a limited knowledge on how to attack a problem presented.

However, after some time, she was able to see interconnections among
the fact presented in the problem; then, gradually, she was able to come
up with a strategy to solve it. This situation illustrates that learning is –
 a. Goal directed
b. Consistent
c. Integrative
d. Speculative

14. Ruben is reading a selection. He finds some words that he does not
understand, which hinders his comprehension of the story. If you were
Ruben, how would you find a way to get the meaning of ambiguous
words?
a. Use contextual clues to the meaning
b. Read the word aloud repeatedly
c. Call a friend to help clarify
d. Look for configuration clues

15. Kenneth multiplies a binomial term, he was initially confused. Suddenly, he

remembers the acronym FOIL (First Outer-Inner Last). What is an
operation at that instance?
a. Declarative
b. Procedural
c. Conditional
d. Contextual

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