IAN DANTE A.

ARCANGELES BSED-2A

Module 1 Metacognition

Analysis:
My Score in the Study Habits Questionnaire
What did you discover about yourself using this questionnaire? What aspects are you strong in?
What aspects do you need to improve in?
Answer:
For me, I discovered that I’m good in note-taking and reading and plan ahead for my work. Well,
it’s true because I’m really well-organized in my things. When I make a plan, I will make sure that
it well be done and it will have a good result. And also, I can handle my stress moderately but I
can develop skills to manage them more effectively. I also discovered that I’m not good in working
with others, utilizing resources and feedback. I am not that good in preparing an assignment/project
and motivation. I learned that I must improve in working with others I must share my knowledge
to them and listen to their ideas as well. I must give attention to the important resources and listen
to what is being said. I must focus to my work. I must fight my procrastination and getting away
from environmental distractions. In preparing an assignment/project. I must look for more
information or other resources so I can add more information about my assignment/project.

Application:
Metacognitive Observation

Words to remember
1. Wolf
2. Cat
3. Boy
4. Bad
5. Ugly
6. Pig
7. Horse
8. Dog
9. Bird
10. Flower
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Interview 3 different children – one age 4-6, one age 7-9, on age 10 or older
Age 4-6 years old
The metacognitive observation was conducted a four years old student named Princess
Hannah Rosales in Inzo Arnaldo Village Integrated School and she is a Preschool. Before we asked
the child we entertain her very well and make a light conversation in order for her to be ready.
Before we asked her we made a list of 10 words and then we read it in front of her for about seven
times and we ask her to repeat the word after me. We thought a strategy that we have used to easily
remember the word is we repeat it many times together with her and after that we asked her how
many words you think you will remember and she immediately said 4-5 words out of ten. And
then after that conversation we ask her if she want me to tell her a story and she agree. She listens
very carefully while we are telling a story.
Age 7-9 years old
The metacognitive observation was conducted to a 9 years old student named Alexis De Magiba
in Grade IV at school in Inzo Arnaldo Village Integrated School. We approach her immediately
and tell what we are going to do and she immediately agree. The approach that we used is different
from the first one because we directly asked her and then the conversation went on. And then after
we read the list of 10 words for about five times we asked her how many words did she remember
and she said all words that we list. We asked her how did she do that and she said she’s good in
remembering just by listening very carefully. And she said also she is good in remembering just
by reading. The favourite book that she likes to read is about science.
Age 10 or older
The metacognitive observation was conducted to a ten year old student named Francisca Ryan
Dapatnapo in Grade V at school in Inzo Arnaldo Village Integrated School. The same approach
that we did in the second observation of the child. We approach her immediately and tell what we
are going to do and she immediately agree. The approach that we used is different from the first
one because we directly asked him and then the conversation went on. And then after we read the
list of 10 words for about five times we asked her how many words did she remember and she said
all words that we list. We asked her how did she do that and she said she’s good in remembering
just by listening very carefully. And she said also she is good in remembering just by reading. The
favourite book that she likes to read is about Science and English.
Reflection
1. How accurate were the children in predicting how well they would remember the word list?
How well did they remember the list? Were they able to tell you what they did to remember the
words after repeating the list? Were there any differences in age in terms of how accurate their
predictions or their lists were?
Answer:
For us, there is a difference in age in terms of how accurate their predictions or their lists
because the older the child they can easily remember the list of words because they are big enough
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to understand what was we read in front of the child. And then the other child who is younger than
the other one cannot remember some words in the list. But in my point of view also we think of it
depends upon the thinking skills of a child. But we are amazed that Princess she also good at
remembering even though she is four years old.
Sometimes the child who is younger and smart can easily remember those words rather
than the older one and vice versa. When it comes in predicting how well they would remember the
word list we might say they predict it accurately according to their thinking skill. According to the
first child that we have interviewed she remember it by repeating many times in her mind and then
repeat it loud and then the second one he remember it just by listening carefully. Yes they are able
to tell me what they did to remember the words after repeating the list. Definitely they repeat it
very well.
2. How well did the children do in retelling the story? Did the children tend to tell the story in the”
correct” order or in the order you told it? Were there age differences in how they responded here?
Answer:
She softly and surely is retelling the story in order to what she know and what she
remembered there are sometimes wrong but her story are almost the same of what on the book.
In a 9-10 year old child, he can retell the story what we have read. But we will tend to
repeat it on reading on an MTB base before he and she got the correct order in retelling the story.
While in a 4-6 year old child she needed also an MTB base on translating the story before she can
thoroughly understood. She was good in listening because she can gave the correct order on what
was happening in the story.
3.) Consider the older children’s responses to the questions about memory and reading. Given their
responses, how well do schools seem to support children developing metacognitive strategies for
memory and reading? Did the children have a sense of which they learn best? Do they seem to
think that teachers help them with this? How effective do schools seem to be in creating/supporting
an appreciation of reading in children? Do the children seem to see teachers being helpful in these
areas?
Answer:
For us, In order to support a higher development of a child’s memory and reading. The
school will have to conduct some metacognitive strategies just like giving some visualize and
colorful pictures, and charts in order to get the attention of the children. Because mostly children
are tend to have this kind of strategy so that they will be more attentive and participate of what
they have learned. Teachers needs the more effort on giving their best on how a child can evenly
learn the lesson. Because children have different areas of learning, children tends to learn on
reading, children tends to learn based on what they saw, and children also tends to learn on actions
giving by the teachers. So, through these strategies it will be effective as a teacher on how a child
were able to learn.
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2. Whatever the subject area, a teacher can apply metacognitive strategies in his or her class to
facilitate learning more effectively. Watch this short video of the author’s daughter sharing how
her Grade 2 teacher taught them about TQLR:
2. What did you learn from the video? How can you also apply this?
Answer:
For us, when we were listening to a short video from Youtube about the TQLR metacognition in
primary grades. We did learn something about how a primary student can easily cope up and
remember the word TQLR by just singing a song. The teacher interviewed the primary student if
she can remember the TQLR and she did, because his/her teacher sang it to her before the teacher
starts the story. She was a smart kid and also talented. We recognize that we would probably use
this as a guide in way of the learner can learn easily and it can also be used as by developing your
knowledge and also organizing your strategy because on how the teacher interviewed that primary
student that she already remember that word with the teacher’s help in forming a song out of the
word “TQLR”. Therefore, as future teacher, We can also apply this to my future learners in order
for them to remember the important words in using as a strategy in learning the easiest way for
them to learn.
Purpose: Apply the Metacognitive strategies as situation in school to our learners. In order
for them to remember the strategies in Metacognition.

Description of our output: “Metacognition Song Strategies”

We’ve got a metacognition running through our minds
We’ve got metacognition and it isn’t hard to find
Can’t you hear our thoughts a calling?
We had the Tune in stands for ready to learn
We had the Question stands for Questioning
We had the Listen stands for Listening
We had the Remember stands for Remembering
Listen to our song
We’ve got metacognition
Learning all day long!

Explain:

For us, we made this chant song about the Metacognitive Strategies in order that the student or the
learner will know first on how they will going to do their story by just following this steps of
metacognitive strategies. That is why we made this song as a group so that in our future students
they would easily learn the topics or story by just following the guides of this metacognitive
strategies with this amazing chant song.
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Synapse Strengtheners:
1. Surf the internet for additional readings on metacognition.
Answers:
Metacognition is put simply, thinking about one’s thinking. More precisely, it refers to the
processes used to plan, monitor, and assess ones’s understanding and performance. Metacognition
includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and
learner. Metacognition, or thinking about one’s thinking, is the foundation for other reading
comprehension strategies. Proficient readers continually monitor their own thoughts, controlling
their experience with the text and enhancing their understanding. As Tanny McGregor explains in
Comprehension Connections, “Text plus thinking equals real reading!” Teachers can help students
develop this skill by modeling and providing concrete experiences to help students understand and
apply the strategy to fiction or nonfiction text.
2. Make a collection of metacognitive strategies that can make learning more effective and
efficient.
Answers:
Metacognitive strategies refers to methods used to help students understand the way they learn in
other words, it means processes designed. For students to think about their thinking.
 Think Aloud
Great for reading comprehension and problem solving. Think-alouds help students to
consciously monitor and reflect upon what they are learning. This strategy works well when
teachers read a story or problem out loud and periodically stop to verbalize their thoughts.
 Checklist, Rubrics and Organizers
Great for solving word problems. These organizational tools support students in the decision-
making process because they serve as an aid for planning and self-evaluation. Typically they ask
what students know to arrive at an answer and emphasize the need to reread the problem and self-
check responses.
 Explicit Teacher Modeling
Great for math instruction. Explicit teacher modeling help students understand what is expected of
them through a clear example/model of a skill or concept. When a teacher provides a easy to follow
procedure for solving problem, students have a memorable strategy to use for approaching a
problem on their own.
 Reading Comprehension
Truly comprehending reading involves student actively engaging with a text and accurately
deciphering the layers of meaning. It is very important for students to develop solid reading
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comprehension skills because statistics show that people who have low reading comprehension
ability suffer in academic, professional, and personal pursuits.
3. Make a collection of teaching strategies that develop metacognition in students.
Answers:
Good metacognitive classroom activities get students thinking about learning strategies, when and
how they employ them, and they develop students’ awareness of their personal strengths and
weaknesses as learners. Here are a few common activities that I’ve tweaked to stimulate
metacognitive thinking for my students.
Journaling
Journaling is a great way to prompt students to reflect on- and track -their growth as learners over
time. Dedicating a section of students’ notebooks for journaling creates a record of growth that
will allow students to stand back and look at the overall arc of their development. This is a really
powerful metacognitive tool. Here’s an example: Using an “Areas of Growth / Areas of Strength”
table, have students reflect their performance at the end of a project. Next time you do a project,
ask students to pick an item from the “Areas of Growth” section from the previous project to work
on during the current project.
Write-Pair-Share
Like the name suggests, this activity involves silent individual writing, small-group sharing,
followed whole-group sharing. Use the classic write-pair-share activity to cultivate metacognitive
thinking about problem solving strategies. Let’s take the classic physics egg-drop experiment for
example. When asked to design a system that prevents an egg from breaking when dropped from
a height of one story, students are often paralyzed by choice. Summarize a few brainstorming
strategies, and have different groups try different strategies. Have students present their ideas and
documentation, then conduct a write-pair-share about the benefits and disadvantages of their
brainstorming strategy, or have them compare and contrast different strategies.
Rubrics
Forcing students to self-assess is a classic strategy for developing metacognition. As you’re
designing a unit or activity that uses a rubric, consider the learning, thinking, and problem solving
strategies that drive success in each dimensions of the rubric. At the end of a project, have students
self-assess their performance on the rubric. Grade the project with the rubric, and follow up with
a discussion of the similarities or differences between the two scores. Have students identify one
of the success-driving strategies from one of the dimensions in the rubric to focus on in the future.
Thinking metacognitively isn’t just for students. As teachers it’s essential that we continue to grow
as professionals and develop our craft. The blog post, Why It’s Important to Evaluate yourself as
a Teacher, has some helpful self-evaluation tips and strategies.

Assessment Task
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1. Based on the principles of metacognition, prepare your own metacognitive game plan on
how you can apply metacognition to improve your study skills.
Answer:
For us, the principles of metacognition that we prepared it in making our metacognitive
game plan on how we can apply metacognition to improve our study skills by means of this
following strategies:
“Metacognitive Game Plan Activities”
Metacognition, or thinking about one’s thinking, is key to facilitating lasting learning experiences
and developing lifelong learners. Linda Darling-Hammond and her colleagues (2003) identify two
types of metacognition: reflection, or “thinking about what we know,” and self-regulation, or
“managing how we go about learning."
 Jumpstart Journal
What is it?
Routine writing activity that takes place at the start of each class meeting or discussion.
Good for:
Incorporating reflection into every class; giving students time to collect their thoughts; facilitating
equal participation; preparing for or debriefing after an experience; articulating goals; making
connections to course readings.
How to:
Ask students to bring a journal or notebook with them to every class. At the start of each class or
discussion, pose a question and give them five minutes to write down their response. You might
ask: “What are your goals for today’s activity?” or “How did today’s readings change or expand
the way you think about X?” The students’ prepared responses can be used to “jumpstart” a
discussion or the next activity.
 Think-Pair-Share
What is it?
A quick activity that allows students to think carefully about a question before sharing their
responses with others.
Good for:
Giving students time to collect their thoughts; facilitating equal participation; ensuring every
student contributes to the discussion.
How to:
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Pose a question or present a problem. Give students 1-5 minutes to think through (or write down)
their response. Next, have students turn to a partner and discuss their ideas. Finally, ask students
to share what came up in their pair discussions during a whole class discussion.

 Ball Pass
What is it?
A method for structuring a large group discussion that encourages active listening and student-to-
student interaction.
Good for:
Facilitating equal participation.
How to:
The facilitator, holding a ball, begins by posing a question or sharing an observation. Students
wishing to respond raise their hands, and the facilitator passes the ball to one of them. The person
who received the ball must first respond to the first speaker’s question or comment before adding
his or her own contribution. The second speaker then passes the ball on to the next person wishing
to contribute.

 Fish Bowl
What is it?
A method for structuring a group participation that encourages peer-to-peer dialogue and active
listening.
Good for:
Facilitating equal class participation; ensuring that every student contributes to the discussion.
How to:
Arrange the space into a smaller inner circle of 3-4 chairs and a larger outer circle of remaining
chairs. The facilitator poses an initial question, and those in the inner circle discuss the question
among themselves while all others in the outer circle listen attentively. Participants in the inner
circle may choose to leave, at which point anyone in the outside circle is free to take the empty
seat in the inner circle and join the conversation.

 What? So what? Now what?

What is it?
A method for sequencing reflective thinking that moves from description to analysis to action. It
can take the form of an in-class writing assignment, discussion, or creative project (e.g. storyboard,
comic, poster).
Good for:
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Debriefing after an experience; articulating goals; developing strategies for achieving goals.
How to:
Begin by asking students to describe an experience, such as an excursion, a class discussion, or
personal life event: What happened? What did you do? Next, ask them to analyze the experience:
Why does it matter to you? To DePaul students? To Chicago residents? How is it significant within
the context of this class? Finally, ask students to take action: What have you learned? What will
you do differently?

 Force Field Analysis

What is it?
An analysis activity that asks students to identify the helping and hindering forces affecting their
movement towards a specific goal.
Good for:
Articulating goals and developing strategies to achieve the goals.
How to:
Ask students to identify an educational, career, or financial goal and to provide a description of
what success looks like. Ask students to chart out the hindering forces and helping forces that
affect their movement towards the goal. Next, have students articulate where they currently are in
terms of reaching that goal and steps they can take to accomplish it.

 Photo Captions
What is it?
A small-group activity that asks students to connect photographs taken during an excursion to
course readings or concepts.
Good for:
Reflecting on an experience; connecting the experience to academic content.
How to:
Students take a series of photographs during an excursion outside of the classroom. Once back in
class, students work in small groups to create captions for their photographs that describe what is
depicted and/or articulate a connection to a course reading. If you have access to a computer lab,
students can create their photo sequences in PowerPoint. If not, ask students to print out
photographs in advance and write the caption on the paper. Consider asking groups to present their
photo sequences to the rest of the class, or to post them online on the course site.

 Generative Knowledge Interviewing

What is it?
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A small-group activity that draws on structured storytelling and interviewing to help participants
uncover and discuss tacit knowledge, themes, and abilities.
Good for:
Avoiding superficial reflection; connecting ideas and experiences that appear to be unrelated;
community building.
How to:
1) Write down two or more stories relating to a specific area of inquiry. 2) Share stories with one
or two partners. 3) Partners interview storyteller to learn more and to identify patterns. 4) Partners
reflect back to storyteller the themes and tacit connections between the stories. 5) Partners write a
summary statement about their reflections to give to the storyteller.
 Index Card Takeaways
What is it?
A quick end-of-class activity that asks participants to reflect on what they learned that day and to
plan how they will act on that learning.
Good for:
Debriefing after an experience; articulating goals; developing strategies for achieving goals.
How to:
Provide each student with an index card. On one side, have them identify a key idea or concept
they learned that day. On the reverse side, ask them to identify a next step (e.g. how they plan to
implement what they learned in a project or future course).

 Letters to Future Students

What is it?
An end-of term writing activity that asks students to consider their experience in the course as a
whole.
Good for:
Showcasing self-development and personal growth; describing how the course prepares them for
future educational or professional experiences.
How to:
Ask students to write a letter to students who will take the course next quarter or next year. What
should incoming students expect to learn? What will they find most challenging? What advice
should they follow? Allow time for students to share and discuss each other’s letters.
 Figurative Transformation
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What is it?
End-of-quarter activity that asks students to creatively articulate how they have changed
throughout the term.
Good for:
Showcasing self-development and personal growth; articulating goals; describing how the course
prepares them for future educational and professional experiences; thinking creatively.
How to:
Ask students to imagine themselves and their transformation in the course through an extended
metaphor. For example, you might ask students to imagine themselves as a superhero, and then
describe (in words or in a drawing):
The story of their transformation into a superhero (an account of how they changed in the course).
The superpowers they gained (strengths and abilities that have gained in the course).
Their kryptonite (challenges yet to overcome, areas for improvement).
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Module 2 Learner-Centered Psychological Principles (LCP)

Activity
1. Examine the title, “Learner-Centered Psychological Principles”. Quickly jot down at least 10
words that come to your mind.
Answer:
For us, the 10 words are:
 Strategy
 Motivational
 Diversity
 Thinking
 Learning
 Social
 Holistical
 Intrinsic
 Influence
 Construct
 Perspective

2. Go back to each word and write phrases about why you think the word can be associated with
LCP.
Answers:
In general, we think the word can be associated with LCP, because it include learners in decisions
about how and what they learn and how that learning is assessed. It values each learner's unique
perspectives. It respects and accommodate individual differences in learners' backgrounds,
interests, abilities, and experiences. And treat learners as co-creators and partners in the teaching
and learning process.

Analysis:
We think that Learner-Centered Psychological Principles focus on:
Answer:
"Learner centered" is the perspective that couples a focus on individual learners - their heredity,
experiences, perspectives, backgrounds, talents, interests, capacities, and needs - with a focus on
leaning - the best available knowledge about learning and how it occurs and about teaching
practices that are most effective in promoting the highest levels of motivation, learning, and
achievement for all learners. This dual focus then informs and drives educational decision making.
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Learner-centered is a reflection in practice of the Learner-Centered Psychological Principles - in

the programs, practices, policies, and people that support learning for all.

Research Connection
Read a research or study related to Learner-Centered Psychological Principles (LCP). Fill out the
matrix
Assessment Tasks (Speech)
We think that, Teachers are exposed to a constant barrage of methodologies that promise to
improve both instructional strategies and student learning through institute days, team meetings,
seminars and the media. While some of this information is helpful, some of the suggestions have
little or no empirical data to support their effectiveness. The Coalition for Psychology in Schools
and Education (CPSE), a group of psychologists and psychology teachers within APA, recently
announced the publication of the “Top 20 Principles from Psychology for pre-K to 12 Teaching
and Learning.” The Top 20 document was created by psychologists representing a wide range of
divisions, including those focused on education, school, developmental, social, cognitive,
psychometrics, media, counseling and clinical psychology. Each of the contributors has some
expertise in the application of psychological science to early childhood, elementary, secondary,
gifted or special education; social/emotional learning; or school climate.
The principles are organized into five areas of psychological functioning: cognition and learning;
motivation; social and emotional dimensions; context and learning; and assessment. Each of the
individual principles listed in the document includes an explanation of the concept, its relevance
for instruction, specific tips for teachers and a comprehensive list of related references.
But we should eat, breath and live the Learner-Centered Psychological Principles with all my heart.
Cognitive & Metacognitive Factors.
LCP#1: Nature of The Learning Process.
The learning of a complex subject matter is most effective when it is an intentional process of
constructing meaning from information and experience.
LCP#2: Goal of the Learning Process.
The successful learner, overtime and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
LCP#3: Construction of Knowledge.
The successful learner can link new information with existing knowledge in meaningful ways.
LCP#4: Strategic Thinking.
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The successful learner can create and use a repertoire of thinking and reasoning strategies to
achieve complex learning goals.
LCP#5: Thinking about Thinking.
Higher order strategies for selecting and monitoring mental operations facilitate creative and
critical thinking.
LCP#6 Context of Learning.
Learning is influenced by environmental factors including culture, technology and instructional
practices.
Motivational & Affective Factors.
LCP#7 Motivational and Emotional Influences on Learning.
What and how much is learned is influenced by the motivation. Motivation to learn, in turn, is
influenced by individual's emotional states, beliefs, interests and goals, and habits of thinking.
LCP#8 Intrinsic Motivation to Learn.
The learner's creativity, higher order thinking and natural curiosity all contribute to the motivation
to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to
personal interests and providing for personal choice and control.
LCP#9 Effects of Motivation on Effort.
Acquisition of complex knowledge and skills requires extended learner effort and guided practice.
Without the learners' motivation to learn, the willingness to exert this effort is unlikely without
coercion.
Developmental and Social Factors
LCP#10 Developmental Influences on Learning.
As individuals develop, there are different opportunities and constraints for learning. Learning is
most effective when differential development within and across physical, intellectual, emotional
and social domains is taken into account.
LCP#11 Social Influences on Learning.
Learning is influenced by social interactions, interpersonal relations and communications with
others.
Individual Differences
LCP#12 Individual Differences on Learning.
Learners have different strategies, approaches and capabilities for learning that are a function of
prior experience and heredity
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LCP#13 Learning and Diversity.

Learning is most effective when differences in learners' linguistic, cultural and social backgrounds
are taken into account.
LCP#14 Standards and Assessment.
Setting appropriately high and challenging standards and assessing the learner as well as the
learning progress - including diagnostic, process and outcome assessment - are integral parts of
the learning process.
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