MODULE 1METACOGNITION

A. INTRODUCTORY PART

1. Module Format Take the Challenge – contains the objectives of the module Introduction – gives an overview or a brief background of the module Advance Organizer – helps the learner create a mental map of the

main concepts in the module Activity – is considered as the first phase of the lesson that engages

the learners in an activity either as an individual or as a group. Analysis – is the second phase of the lesson where learners are helped

to look back to the activity , think and analyze what happened, what they saw, did, heard, and felt.

Abstraction/Generalization – is the third phase of the lesson where learners are helped to arrive at generalization.

Application – is the fourth phase of the lesson where transfer of learning occurs. What has been learned is applied in another relevant issues.

Synapse Strengtheners – serves an evaluation function. Learners cannot do what are asked unless they have mastered concepts and principles.

5-Minute Non-stop Writing – culminates the lesson with a reflection activity where the learners jot down what they learned by sentence completion

B. MODULE 1 (METACOGNITION)

I. TAKE THE CHALLENGE Explain metacognition Determine if you are a novice or expert learner Apply metacognitive strategies in one’s quest for learning

II. Introduction Metacognition is thinking about thinking or learning how to

learnIII. Advance Organizer (Diagrammatic Representation)IV. Activity (photocopy)

Scoring proceduresV. Analysis (photocopy)

VI. Abstraction /Generalization Metacognition consists of both metacognitive knowledge and

metacognitive experiences or regulation .It refers to higher order thinking which involves active awareness and control over the cognitive processes engaged in learning(John Flavell, 1987)

Metacognitive knowledge refers to acquired knowledge about cognitive processes. Categories include:

a. Person Variable– refers to knowledge about how human beings learn and process information.

b. Task Variable – knowing what exactly needs to be accomplished.c. Strategy Variable – involves awareness of the strategy one is using to learn a

topic and evaluating whether or not this strategy is effective. If you teach a person what to learn, you are preparing him for

the past. If you teach a person how to learn, you are preparing him for the future (Cyril Houle)

Huitt believes that metacognition includes the ability to ask and answer the following questions:

What do I know about this subject, topic, and issue? Do I know what do I need to know? Do I know where I can go to get some information? 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, and saw? How will I know if 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?Metacognition and Development

Metacognitive awareness is evident in preschoolers and in students.

The challenge to future teachers is to integrate more activities that would build students’ capacities to reflect on their own characteristics as learners.

Strategies to Develop Metacognition1. Have students monitor their own learning and thinking 2. Have students learn study strategies3. Have students develop questions 4. Help students to know when to ask for help. 5. Show students how to transfer knowledge, attitudes, values, skills,

to other situations os tasks.Novice and Expert Learners (photocopy)

VII. Synapse and Strengtheners (photocopy)VIII. 5 – Minute NON-STOP WRITING (photocopy)