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PART 1 – IntroductionModule 1 - MetacognitionMODULE OVERVIEWIt Metacognition is such a long word. What does it mean? You will find this out in this module. It is the first module you get to understand it and apply it from the very beginning of this module.MODULE LEARNING OUTCOMESIn this Module, chal...

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 105 – Facilitating Learner-Centered Teaching

STUDY GUIDE FOR MODULE NO. 1

PART 1 – Introduction Module 1 - Metacognition MODULE OVERVIEW It Metacognition is such a long word. What does it mean? You will find this out in this module. It is the first module you get to understand it and apply it from the very beginning of this module. MODULE LEARNING OUTCOMES

In this Module, challenge yourself to attain the following learning outcomes: - explain metacognition in your own words. - apply metacognitive strategies in your own quest for learning as a novice or an expert learner. LEARNING CONTENTS

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 105 – Facilitating Learner-Centered Teaching

LEARNING ACTIVITY 1 Answer the following questionnaire. * Put a check in the column that best describes what is true to you. PART I Always (10) 1 2 3 4 5 6 7 8

I exert effort to find out why I need to do a particular task. I reward myself when I work. I see to it that I give myself regular breaks from work. I am able to keep my concentration and does not let my hand “drift away. I have ways of dealing with distractions. I am willing to do the work I do not enjoy because I see it as important. I seek clarification from the teacher about her expectations and standards I go to tutorials to improve my school work.

Some times (5)

Neve r (0)

Your Score 10 5 10 5

✓ ✓ ✓ ✓ ✓

5 10

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5

✓

5

✓

PART 2 Always (10) 1 2 3 4 5 6 7 8 9 1 0

I make a weekly timetable for the school work I need to accomplish. I make a review schedule for examinations. I plan to get the necessary resources and equipment prior to starting work. I submit all m y assignments on time I have a place to work where I won’t be disturbed I have time for family commitments and relaxation as well as studying.

I prioritize tasks which should be done first, second and so on. I make lists of things to do. I make a list of valuable references with biographic details, page numbers of quoted and so on. I review my work before submitting it

Some times (5)

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Your Score 10

✓

✓

5 10

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10 10 10

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10

✓

10 5

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10

✓

PART 3 Always (10) 1 2 3 4 5 6

I discuss work assignments with other students. I share resources with other students. I keep cuttings from newspapers and magazines which may be of help to me. I make sure I see TV programs which may be useful. I read the topic assigned before a session. I ask questions and generally take part in group discussions. PANGASINAN STATE UNIVERSITY

✓ ✓

Some times (5) ✓

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Your Score 5

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0 5

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5 10 10

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 105 – Facilitating Learner-Centered Teaching

7 8

5 5

✓ ✓

I listen out for key ideas when someone is talking. When I am listening to someone, I try to anticipate what they will say next.

PART 4 Always (10) 1 2 3 4 5 6 7 8

I get so worried about assignments that they make me feel ill. This worry about assignments makes me feel depressed. I feel miserable about doing assignments. I let these concerns about the work get on top of me. When I need to work, others always succeed in persuading me to go out. I have difficulty in talking to others about my worries. I ignore my personal fitness through worrying about assignments. The stress of assignments causes me to get behind and I never seem to catch up.

Some times (5)

Neve r (0)

Your Score 10

✓

✓

10 5 10 0

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5

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10

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5

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PART 5 Always (10) 1 2 3 4 5 6 7 8 9 1 0 11

My notes indicate the main ideas, rather than merely repeat what has been said. I listen for key ideas when listening to a speaker. I approach tutors for help. I organize or file my notes regularly. I re-write my notes under key ideas, headings, using numbering or lettering schemes. I have a shorthand technique of my own. I underline or highlight key ideas so they stand out. I decide before reading a book whether itis vital or background reading. I go over a book before diving into chapter one. I check the content page for relevance before reading a book.

Some times (5)

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10

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10 0 10 5

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10 10 5

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5 5

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I look for summaries at the end of chapters.

Your Score

PART 6 Always (10) 1 2 3 4 5 6 7 8

I see to it that I understand what is really being asked for in the assignment/project. I read other references and read about the topic. I make an outline/plan before doing my assignment/project. I check for spelling mistakes. My essays have clear introductions. My essays have a conclusion. I frequently check back to the title during the writing of an essay. My essay/research paper has a full set of references and a

PANGASINAN STATE UNIVERSITY

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10

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10 10 10 10 10 5 5

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 105 – Facilitating Learner-Centered Teaching

bibliography. 9 I review project/assignment before submitting it. 1 I request someone else to look at/read my project/assignment 0 before submitting it. *adapted from Bradford University

✓ ✓

10 5

Scoring: The six parts of the questionnaire pertain to the following aspects of study habits: Part 1 Motivation Part 2 Organizing and planning your work Part 3 Working with others; Utilizing resources and feedback Part 4 Managing school work stress Part 5 Note-taking and reading Part 6 Preparing an assignment/project Use the scoring guide below Scoring for Part 1 Motivation Score: 10 for Always 5 for Sometimes 0 for Never Feedback:  Scores from 55 to 80 mean that you do not appear to have many problems in getting down to work and keeping to it.  Scores from 31 to 50 mean that you sometimes get down to work but you can be distracted, you might not always be certain why you have to work. You probably could benefit from learning some techniques that help you get down to work more consistently and keep at it.  Scores of 30 and below signify that you really do have problems in getting down to work. Unless you develop skills in this area you are likely to have unsatisfactory experiences as a student throughout your life. You need to take action. Scoring for Part 2 Organizing and Planning your Work Score: 10 for Always 5 for Sometimes 0 for Never Feedback:  Scores from 70 to 100 mean that you are well-organized and pla ahead of your work.  Scores from 40 to 65 mean that you are not as well-organized as you can be. Your time management may benefit from a closer analysis.  Scores of 35 and below mean that you have little organization, probably deal with things as they happen, constantly doing things at the last minute, often not getting work completed. You need to take action. Scoring for Part 3 Working with others; Utilizing resources and feedback Score: 10 for Always 5 for Sometimes 0 for Never Feedback:  Scores from 55 to 85 mean you make full use of resources available, listen well and take an active part in seminars.  Scores from 35 to 50 mean you probably collect resources, but you need to ask yourself how to use them more effectively.

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 105 – Facilitating Learner-Centered Teaching

 Scores of 30 and below mean there are important resources around you that you are ignoring. You may not be hearing much of what is being said. You need to know what resources are available, and you need to find out where they are and what they have to offer. You need to take action.

Scoring for Part 4 Managing school work stress Score: 10 for Always 5 for Sometimes 0 for Never Feedback:  Scores from 65 to 80 mean that although you sometimes get stressed and worried you have the skills of knowing how to minimize problems and look after yourself.  Scores from 40 to 65 mean that you handle your anxieties and concerns moderately well but could develop skills to manage them more effectively.  Scores of 35 and under mean that you are likely to get overwhelmed with your problems which will make you much less effective as a student. You need to acquire the skills of managing stress more effectively. You need to take action. Scoring for Part 5 Note-taking and Reading Score: 10 for Always 5 for Sometimes 0 for Never Feedback:  Scores from 75 to 110 mean you prepare well and read efficiently, learning as you go. You waste little time reading irrelevant materials.  Scores from 45 to 70 mean your reading and note-taking skills are adequate, but could be improved.  Scores of 40 and below mean that your notes are likely to be of little use to you, if they exist at all. You spent a lot of time reading and sitting in but come home with very little. You need to become more selective in what you read or write down. You need to take action. Scoring for Part 6 Preparing an Assignment/Project Score: 10 for Always 5 for Sometimes 0 for Never Feedback:  Scores from 70 to 100 mean that your essays are well thought out, researched and clearly written.  Scores from 40 to 65 mean that there is room for improvement although you do demonstrate some skills.  Scores of 35 and below mean that you probably wonder why your essays always get such low marks. Resources and support are available to help you improve your essay writing skills. You need to take action.

Analysis My Score in the Study Habits Questionnaire My Interpretation Aspects of my Study Habits Score

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 105 – Facilitating Learner-Centered Teaching

Part 1 Motivation

55

Do not appear to have many problems in getting down to work and keeping to it.

Part 2 Organizing and Planning Your Work

75

Means that I am well-organized and plan ahead of your work.

Part 3 Working with Others; Utilizing Resources and Feedback

45

I am probably collect resources, but I need to ask myself how to use them more effectively.

Part 4 Managing School Work Stress

55

That I handle my anxieties and concerns moderately well but could develop skills to manage them more effectively.

Part 5 Note-taking Reading

75

Means I prepare well and read efficiently, learning as I go. I waste little time reading irrelevant materials.

Part 6 Preparing an Assignment/Project

75

Means that my essays are well out, researched and clearly written.

thought

What did you discover about yourself using this questionnaire? What aspects are you strong in? What aspects do you need to improve in? I discovered that more things about myself using this questionnaire. My strength or aspects that I am strong is in getting down to work and keeping it, well organized and have plan ahead of my works, prepare well and read efficiently, learning as I go, and I can make essays well thought out, clearly written. The aspects that I need to improve are in working with others, utilizing resources and feedback and managing school work stress that I need to give more importance for me to learn and develop for better me.

Abstraction/Generalization What you just did while answering the questionnaire and analyzing your scores is an exercise in metacognition. You stopped for a moment and thought about how you study and learn. You were reminded of your strengths and weaknesses, then you wrote what it is that you can do to improve your study habits. Hopefully, this will help you start to learn more effectively. “If you teach a person what to learn, you are preparing that person for the past. If you teach a person how to learn, you are preparing that person for the future.” The most important goal of education is to teach the students how to learn on their own. The quotation above stresses this. It is vital that students acquire the skills of how to learn; and that these skills enable them to learn not just while they are in school but for a lifetime. This entails a deeper awareness of how one processes information; the ability to evaluate his own thinking and to think of ways to make his own learning process more effective. All these involve metacognition. What is metacognition? This appears to be such a high-sounding word that some people are confused about even before they actually spend time to find out what it really means. It is not all that complicated. In fact, we do metacognitive activities so often in our daily lives. When you sense that you are experiencing some difficulty with a topic you are studying, and you try out different activities to learn better, you are practicing metacognition. The word maybe long, seems to be so intangible but it is worth focusing on because it can help you to be a more successful learner. When you become a teacher, it can also help your students to learn more efficiently and effectively. PANGASINAN STATE UNIVERSITY

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 105 – Facilitating Learner-Centered Teaching

The term “metacognition” was coined by John Flavell. According to Flavell (1979, 1987) metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognition, simply put is “thinking about thinking” or “learning how to learn.” It refers to higher order thinking which involves active awareness and control over the cognitive processes engaged in learning. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables. Person variables. This includes how one views himself as a learner and thinker. Knowledge of person variables refers to knowledge about how human beings learn and process information, as well as individual knowledge of one’s own learning processes. For example, you may be aware that you study more effectively if you study very early in the morning than late in the evening, and that you work better in a quiet library rather than at home where there are a lot of things that make it hard for you to focus and concentrate. Task variables. Knowledge of task variables includes knowledge about the nature of the task as well as the type of processing demands that it will place upon the individual. It is about knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of effort it will demand from you. For example, you may be aware that it takes more time for you to read and comprehend a book in educational philosophy that it is for you to read and comprehend a novel. Strategy Variables. Knowledge of strategy variables involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective. If you think your strategy is not working, then you may think of various strategies and try out one to see if it will help you learn better. Terms like metaattention and meta-memory are related to strategy variables. 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 memory strategies that work best for you. These three variables all interact as you learn and apply metacognition. 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, In other words, knowing when information has been successfully learned and when it’s not - Using effective strategies for retrieval of previously stored information. - Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a goal is met. For example, s student may use knowledge in planning how to do homework: “I know that I (person variable) have more difficulty with my science assignments than English and find Araling Panlipunan easier (task variable), so I will do my homework in science first, the Language Arts, the Araling Panlipunan (strategy variable.” If one is only aware of one’s cognitive strengths or weaknesses and the nature of the task but does not use this to guide or oversee his/her own learning, then no metacognition has been applied. 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 In 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 I am learning at an appropriate rate? - How can I spot an error if I make one? - How should I revise my plan if it is not working to my expectations/satisfaction? Metacognitive Strategies to Facilitate Learning Researches such as that of Fang and Cox showed that metacogntive awareness was evident in preschoolers and in students as young as eight years old. Children already have the capacity to be more aware and reflective of their own learning. However, not many have been taught and encouraged to apply metacognition.

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FM-AA-CIA-15 Rev. 0 10-July-2020 Study Guide in PROF ED 105 – Facilitating Learner-Centered Teaching

The challenge then to future teachers like you is to integrate more activities that would build your student’s capacity to reflect on their own characteristics as learners (self-knowledge), the task they are to do (task knowledge) and the strategies that they can use to learn (strategic knowledge). Remember, metacognition is like any other thing you will teach. Metacognition involves knowledge and skills which you and your students can learn and master. Here are some examples of teaching strategies to develop metacognition: (Work hard on applying these materials now in your role as a student. It will surely be a rewarding learning experience for you.) 1. Have students monitor their own learning and thinking. (Example: have a student monitor a peer’s learning/thinking/behaving in dyad) 2. Teach students study or learning strategies. TQLR – This can be taught to younger students (primary grades). It is a metacognitive strategy before listening to a story or presentation. T is for 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 is for Question. The learner is given questions or he thinks of qu...