Rizza Fae B.

Sanchez

BSEd-Filipino 3A

Module 1 PART 3

EXTEND BY APPLYING

1. Conduct a metacognitive observation based on the procedures below: (Source: Prof.

Metacognitive Observation

1. Interview 3 different children: one age 4-6, one age 7-9, one age 10 or older.

These will be semi-structured clinical interviews. Record the questions you ask and the child's
answers. You do not have to ask the questions exactly as they are posed below, but the questions
should be very similar. Follow up with additional questions when the children seem like they
have more they can tell you. Remember to record any follow up questions you ask. You do NOT
have to rewrite the notes you take while conducting the interviews, but you do need to hand them
in.

Develop a list of 10 UNRELATED but common words. Take a familiar story (like a fairy tale or
fable) and rewrite it so it is OUT OF ORDER (it may help to actually write out the story so that
you do tell it out of order).

For a child in kindergarten or younger, follow this procedure.

Tell child that you are going to say a list of 10 words, and you want the child to remember the
words and you'll ask the child to repeat the list in a little while. Remind the child to listen
closely, and then say the tolist slowly (about one word every second or two).

Ask the child the following series of questions:

How many words do you think you will remember? What do you need to do to remember the
words? Are you good at remembering?

Do some filler questions (what are your favorite things, what do you like to do... to fill up about
5 minutes between giving the list and now).
Ask the child to list all the words you asked them to remember. (record their list) Ask the child
what did they do to help them

remember? Did it work? Tell the child that you are also going to tell them a story and that you
want them to listen carefully and retell the story JUST LIKE YOU TOLD IT. Tell the story you
rewrote.

Bring a children's book of appropriate age. Using the book, ask the child questions like, "where
is the title of the book," "where does it tell who wrote the book", "where's the beginning and
where is the end of the book". {These are essentially filler questions).

Ask the child to retell the story, reminding him/her that he/she should retell it in the order you
told it.

Thank the child for helping you.

FACILITATING LEARNER-CENTERED TEACHING

For a child in first grade or older, do the following:

Tell the child that you are going to say a list of 10 words, and you want the child to remember
the words and you'll ask the child to repeat the list in a little while. Remind the child to listen
closely, and then say the list slowly (about one word every second or two).

Ask the child the following series of questions:

How many words do you think you will remember? What do you need to do to remember the
words? Are you good at remembering? What kinds of things do you do to help you remember
things? Does your teacher give you ideas to help you remember things? What different ideas has
your teacher given you? Do you remember some specific examples of things you have learned in
school to help you remember things? Do you use them? Do you think they are helpful?

How do you think you learn things best - by seeing it, by hearing it, or by doing it? Does your
teacher help you figure out how you learn things best, or help you learn that way? Do you do
activities to help you learn things in school? What kinds of activities do you do? Do you think
they help?

Ask the child to list all the words you asked them to remember. (record their list) Ask the child
what they did to help them remember. Did it work?

Tell the child you are also going to tell them a story and that you want them to listen carefully
and retell the story JUST LIKE YOU TOLD IT. Tell the story you rewrote.
Ask the following series of questions: Do you like to read, why or why not? Is there something
that could change at school that might make you like reading more (even more)? What kinds of
things do you read at school? Do you get to choose some of the things you read at school? Do
you read outside of school - if so, what do you like to read? Why do you prefer to read those
kinds of things/books? If you don't read outside of school, why?

Do you think reading is important? Many people think that reading will help you do better in
school - do you? Why or why not?

What kinds of things do you do when reading to make sure you understand what you are
reading? Has your teacher helped you learn ways to help you read better? To help you
understand and remember what you read?

Ask the child to retell the story, reminding him/her that he/she should retell it in the order you
told it.

EXTEND BY REFLECTING

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?

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?

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 way 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?
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:

Title: TQLR metacognition in the primary grades

Youtube link: [Link]

Description: This shows a simple song that a primary grade teacher is using to prepare children
to listen and respond to a lesson or a selection. It is a very practical way of teaching children to
apply metacognition early on.

What did you learn from the video? How can you also apply this?

Answer: The video shows how metacognition can be taught in a very simple and child friendly
way. The teacher used the TQLR strategy; Tune in, Question, Listen, and Review and turned it
into a song that grade 2 learners can easily remember. So I can apply this by teaching
metacognitive steps in a simple that match the level of my learners. Instead of long instructions, I
can use chants, short reminders, visual cues or structured routines to guide them on how to focus,
how to ask questions, and how to check their understanding. Whether the lesson is reading or any
subjects, having strategies like TQLR can help students think about their own learning.

Make your own output: a song, chant, poster or question list on any of the seven strategies
discussed in the book. You may also create a video and upload it in Youtube. Tell about its
purpose, and describe the chant or song. Have a sharing in class.

Answer:

Tune in, Tune in – Focus your mind today.

Listen, listen – hear the lesson through.

Review, review – what did you learn to do?

Purpose: To prepare, think, listen well, and check their understanding.

Description of your output: It encourage students to stay engaged and make them easy to
follow and remember the four steps of TQLR.

Explanation: This can lead to improved critical thinking and active learning. And also train the
student to think about how they learn, stay focused, and check their understanding in a ways that
easy to use everyday.

EXTEND WITH SYNAPSE STRENGTHENERS

1. Surf the internet for additional readings on metacognition.

2. Make a collection of metacognitive strategies that can make learning more effective and
efficient.

 Self questioning

 Think-Alouds

 Goal Setting

 Planning

 Monitoring

 Evaluating

 Graphic Organizer

 Summarizing

 Note-taking

 Review Outlines

3. Make a collection of teaching strategies that develop metacognition in students.

 Modeling Metacognitive Thinking

 Use TQLR or before-During-after routines

 Peer Discussion

 Learning Journals

 Checklist and Rubrics

 Problem-Solving Workshop

 Advance Organizers

 Feedback with reflection prompts

 Metacognitive Song

EVALUATE

1. Based on the principles of metacognition, prepare your own metacognitive game plan on how
you can apply metacognition to improve your study skills.

 To improve my study habits, I will start by planning before I study, monitoring myself
while studying, and evaluating my works after. Before any task, I will set a clear goal,
identify what I already know, and list what I need to understand. While studying, I will
check my focus, ask myself questions to see if I truly understand the lesson, and adjust
my approach if get confused. After studying, I will review what I learned, summarize the
key points and reflect on what strategies worked and what slowed me down. I will also
track my stress levels. By consistently planning, monitoring, and evaluating my learning,
I can study more effectively and become more aware of how I learn,

5-minute non-stop writing

Your 5-minute non-stop writing begins NOW!

Answer:

From the Module on Metacognition, I realized that learning becomes easier when I pay attention
to how I study. I learned that planning what to do, checking my understanding while studying,
and reviewing afterward help me learn better. It showed me that simple habits like asking myself
questions, staying focused, and reflecting on what worked can improve my performance. And
also I realize that I have control over my learning, using metacognitive strategies can make me
more effective students.