Devibar, Mary Cassey G.

BSED English 2

CHAPTER 2 LESSON 3: Metacognitive Instruction

Activity 1: Identify the metacognitive teaching strategy used based on the description given.

1. Mrs. Cruz asks her Mathematics learners, “Give me one significant learning you derived
from this lesson.”
- WRAPPER
2. Mr. Ravena groups his learners into two, with each member inquiring how the other has
arrived at the measures to combat air pollution.
- PEER MENTORING
3. At the beginning of the Social Studies class, Miss Agulay uses a matrix to elicit learners’
prior knowledge about the topic for discussion.
- GRAPHIC ORGANIZERS
4. Miss Tomas assigns the EPP learners to reflect on the learning’s in the class, and what
these meant to them as a member of the family.
- JOURNALIZING
5. To process their thinking, Mr. Paraiso asks learners who failed to get the answer correctly
to identify the reason how and why they went wrong.
- ERROR ANALYSIS

Activity 2: Write a two-paragraph essay explaining one of the principles of effective

metacognitive instruction. Cite two classroom situations to illustrate your argument.

Metacognition is a vibrant and expanding field of study. There has been a lot of study done
on the issue, especially in the fields of education, psychology, social science, and
neuroscience. The profusion of names and concepts produced to explain what metacognition
could involve is an indicator of the scope of the activity. Metacognitive beliefs,
metacognitive awareness, metacognitive knowledge, feeling of knowing, judgment of
learning, metamemory, metacognitive skills and strategies, and self-regulation, among other
things, are all examples of such expressions, as is reflective writing, both individually and
collaboratively. Indeed, research has proven that contemplation and metacognition are
inextricably intertwined.

Aside from specific teaching strategies, the literature outlines three fundamental principles
for successful metacognitive instruction: a) embedding metacognitive instruction in the
content matter to ensure connectivity, b) informing learners about the benefits of
metacognitive activities to encourage them to make the initial extra effort, and c) prolonged
training to ensure the smooth and sustained application of metacognitive activity. We built
our term-long, weekly reflection exercise utilizing prompts to actively involve students in
writing about their own learning, their thoughts on mathematics, and themselves based on
these principles and the above-cited literature.

CHALLENGE

1. Why should any instructional plan abide with the three fundamental principles for
metacognitive skills development?
- Because it will teach them what they need to know to better their learning or
accomplishing something, as well as what they need to get rid of that isn't good for
them. It improves the learners' ability to transfer their skills to a new task in a new
setting. They will also recognize their strengths and weaknesses, the strengths that
inspire them to complete the assignment and the shortcomings that allow them to
think of solutions to their restricted knowledge.
2. Why teachers should adapt, not adopt, the existing metacognitive teaching strategies?
- By planning, monitoring, assessing, and altering their instructional goals and teaching
practices in line with their students' needs and the sociocultural environment, teachers
may increase knowledge of and control over how they think and teach. They must
adapt or not adapt in order to understand the benefits and drawbacks of the allocated
learning materials. Metacognitive methods can considerably improve learning in all
subject areas. Students should also seek for help or consult the instructor in a timely
manner, and teachers should react in a timely manner.
3. How should teachers handle novice and expert learners in the classroom so that they both
develop metacognitive thinking skills?
- Teachers should approach them in a different way. One of the drawbacks of online
learning is that students may no longer assist other students, and they frequently get
as much education from their classmates as they do from the teacher. Students can
work in small groups in the classroom, with each member having a distinct task. It's
critical to convey to groups, particularly the expert learner that each person has a
distinct role to play. They can be directed in the right path to assist them, but they
must complete and submit their own work in order for the groups to achieve the
highest possible rating. Expert learners frequently require additional research or the
creation of their own lessons in order to work independently while the teacher
provides additional instruction to novices. This is frequently the most difficult in
mathematics classes due to the subject's strict cumulative nature.
 HARNESS
1. Get a peer mentor and discuss the three fundamental principles to develop
metacognitive skill. Provide classroom situations to enrich your discussions.
- The three basic principles for the development of metacognitive abilities. As my
classmates and I discussed it, it became clear to me that skill planning, monitoring,
and evaluation are principles that must be followed in order to complete a task
successfully. For example, if a teacher assigned a student to perform a play at the end
of the semester on what they learned in class, the student would begin preparing how
to approach the play in a professional manner. Then they'll keep an eye on it to see if
there's any danger of their strategy collapsing, and then they'll assess what they've
learnt.
2. Using the Exit ticket graphic organizer, reflect on your learning from this chapter by
filling in the boxes to reflect your metacognitive thinking.

Today, my learning was Today, I considered a new Today, I am certain that I

disrupted because idea or concept learned
Because I read an idea that That metacognition is a Many thoughts for my
I didn't completely get and person's awareness of how future as a teacher have
that was quite perplexing they should deal with opened up as a result of
to me. situations. as well as to find this module.
a solution to our concerns

CHAPTER 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. Strategic thinking c. strategic knowledge
b. Task 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 the
process of ____.
a. Strategic thinking c. problem solving
b. Metacognition d. creative thinking
3. Which of the following metacognitive knowledge operates when the learner has
his/her own way of learning information?
a. Procedural knowledge c. conditional knowledge
b. Declarative 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 c. wrapper
b. Reflective thinking d. assessment
5. Which of the following statements 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 motivates 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 c. metamemory
b. Meta-attention d. metacomprehension
7. Cognition is involved in metacognition. In what way does cognition work during
metacognition?
a. Memorizing concepts and rules c. solving the problem cautiously
b. Monitoring the progress of work 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 c. metacognitive experiences
b. Metacognitive regulation 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 she in?
a. Planning c. evaluating
b. Monitoring 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 she 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 c. conditional
b. Procedural 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; the, gradually, she was able to come up with a strategy to solve it.
This situation illustrates that learning is ________.
a. Goal oriented c. integrative
b. Consistent d. contextual
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 ambiguous words?
a. Use contextual clues to the meaning c. call a friend to help clarify.
b. Read the word aloud repeatedly d. look for configuration clues.
15. As Kenneth multiplies a binomial term, he was initially confused. Suddenly, he
remembers the acronym FOIL (First Outer-Inner Last). What was in operation at
that instance?
a. Declarative c. conditional
b. Procedural d. contextual