Self-Check 1.
1
A.
Direction: Read and analyse the statements. If true, write YES before the item; if false, write NO.
YES 1. Differentiated instruction attempts to resolve diversity of learners in the classroom.
NO 2. The motivation of a learner from the urban community is similar to that from the rural area.
NO 3. The development of higher-order thinking skills is attainable among the lower years
YES 4. Making learning alive and active initiates students’ positive love for the subject.
NO 5. Verbal reinforcements, as they seem fitted for the elementary level, are avoided in the senior
high school level.
YES 6. The practice of unlocking difficulties for a difficult lesson provides scaffold to the learners.
NO 7. The assistance of a more advanced student to a slow learner in explaining the lesson is
defeating the purpose of active engagement of the learner.
YES 8. Praising a slow learner for a little effort exerted is a stepping stone for his or her progress.
YES 9. Using the new technologies in the classroom has more disadvantages and advantages, as
learners are overwhelmed.
NO 10. A teacher who facilitates learning becomes the main source of knowledge in every lesson
in class.
B.
Direction: Put a check mark (/) before each item if the teaching practice satisfies the development and
social factors, and individual differences of learning; put an X mark if not.
/ 1. A teacher varies the level of difficulty of the same task bright and slow learners.
/ 2. A teacher allows a learner in Social Science to explain the answer to the question in the
dialect in which the learner is fluent and the class understands.
/ 3. Mr. Ramos asks far-sighted learners to be seated in front.
X 4. Mrs. Jurado tolerates the minor misbehavior of a learner.
X 5. Miss Renante discourages the use of local materials in the Art projects o her learners.
/ 6. A teacher cites cultural practices of the students as examples for learning.
/ 7. Mr. Ruma asks the fast learners to coach or mentor the learners needing assistance.
/ 8. Miss Pascual tells Rema, the class singer, to enroll in the Special Program for the Arts track.
X 9. Girlie was told by the teacher to concentrate on academics, not on the school paper
assignment.
/ 10. The Science teacher asks for the help of the school nurse to explain fertilization.
Task Sheet 1.1
A.
Direction: Complete the graphic organizer by filling in with novel classroom practices that address the
psychological principles of learner-centered learning.
Self-directed learning
Cognitive and Metacognitive
Self-assessment Reflective Journal Writing
Factors
Reading Comprehension
B.
Direction: Through symbolism, present the development and social factors and individual differences of
learning creatively. In a short paragraph, explain the implications of the symbolism presented.
Diversity in education is very important
because it creates a success-oriented,
cooperative and caring community. Not
only creates a multicultural awareness,
including the help of students with
different backgrounds, but also it
encourages acceptance and helps prepare
students to progress in a rapidly diverse
world. Part of diversity is the 4C’s:
Communication, Collaboration, Critical
Thinking and Creativity. They represent
attitudes and abilities to create new ideas
which can be learned, taught and applied
in any classroom. It is also the primary life skills that students can develop from their everyday
experiences at school and shape their capacity to live, connect with others and work well in their
future.
Self-Check 1.2
Identification
Direction: Identify if the following thoughts are more a declarative, procedural, or conditional knowledge.
Write your answers on your separate paper.
Declarative 1. I know that the context of this problem is not suited to the library.
Procedural 2. There are three ways to solve this problem.
Conditional 3. This fact is essential to recall for the situation presented.
Declarative 4. ROYGBIV makes it easy for me to remember the colors of the rainbow.
Procedural 5. This is an irregular verb, thus, adding –ed to the word to make it past tense does not
apply.
Task Sheet 1.2
Title: Choosing competency
Performance Objective:
Students will identify the metacognitive knowledge necessary for you to include in teaching the desired
competency.
Supplies/Materials:
Bond Paper
Equipment:
Laptop or Smartphone, printer with ink
Steps/Procedure:
1. Considering your subject specialization, choose one competency related to a topic from a
textbook used in a particular grade level.
2. Identify the metacognitive knowledge necessary for you to include in teaching the desired
competency.
3. Use the matrix below as a guide.
4. Submit your output in our google classroom or through our drop box located in the College of
Education. Deadline will be on _______________________.
Competency: Meal Management and Food Institutional Management
Subject Matter: Food Safety and Sanitation
Metacognitive Knowledge Specific Skills to Develop in the Lesson
Declarative Knowledge Gain knowledge of the different ways food may
become unsafe.
Procedural Knowledge Learn what are the proper procedures for hand
washing and the use of disposable gloves and
how you apply it.
Conditional Knowledge Understand the importance of sanitation and
personal hygiene with maintaining food safety.
Assessment Method: Portfolio Assessment
Self-Check 1.3
Direction: Classify the following questions for statement if the learner is engaged in planning, monitoring
or evaluating phases of metacognitive regulation and control. Write your answer on a separate sheet of
paper.
Monitoring 1. Is this strategy leading me to the correct answer?
Evaluating 2. My answer does not meet the standards in this scoring rubric.
Monitoring 3. What strategy is best for this type of problem?
Planning 4. What does this task expect me to produce?
Evaluating 5. The teacher is nodding as I speak. I am right in organizing my answer.
Task Sheet 1.3
Direction: Answer the short version of approaches and study skills inventory for students (ASSIST) to
determine how you learn and study. This questionnaire has been designed to allow you to describe, in a
systematic way, how you go about learning and studying. Please respond truthfully, so that your answers
accurately describe your actual ways of studying, and work your way through the questionnaire quite
quickly, making sure that you give a response to every item. Check the cell that corresponds to your
agreement to the statements.
Statements SA A D SD
1. I often have trouble making sense of the things I have to /
remember.
2. When I am reading an article or book, I try to find out for myself /
exactly what the author means.
3. I organize my study time carefully to make the best use of it. /
4. There is not much of the work here that I find interesting /
or relevant.
5. I work steadily to the term or semester, rather than leave it all /
until the last minute.
6. Before tackling a problem or assignment, I first try to work /
out what lies behind it.
7. I am pretty good at getting down to work whenever I need to. /
8. Much of what I am studying makes little sense: it is like and /
related bits and pieces.
9. I put a lot of effort into studying because I am determined to do /
well.
10. When I am working on a new topic, I tried to see in my mind how /
old ideas fit together.
11. I do not find it all difficult to motivate myself. /
12. Often I find myself questioning things I hear in lectures or read /
in books.
13. I think I am quite systematic and organized when it comes to /
revising for exams.
14. Often I feel I am drowning in the sheer amount of material we /
had to cope with.
15. Ideas in course books or articles often set me off on long /
chains of thought of my own.
16. I am not sure what is important in lectures, so I try to get down /
all I can.
17. When I read, examine the details carefully to see how /
they fit in with what is being said.
18. I often worry about whether I will ever be able to cope with the /
work properly.
Total 6 6 6
Deep Approach
Scoring Procedure:
Add your scores for deep approach: items 2, 6, 10, 12, 15, 17; and your scores for strategic approach:
items 3, 5, 7, 9, 11, and 13; and add your scores for surface approach: items 1, 4, 8, 14, 16, and 18. The
approach where you scored highest is the dominant approach you use in studying and learning.
Self-Check 1.4
Identification
Direction: Identify the metacognitive teaching strategy used based on the description given.
Wrapper 1. Mrs. Cruz ask her mathematics learner’s, “Give me one significant learning
you derived from this lesson.”
Peer Mentoring 2. Mr. Ravena groups his learners into two, with each member inquiring how the
other has arrived at the measures to combat air pollution.
Graphic Organizers 3. At the beginning of the social status class, Miss Agulay uses a matrix to elicit
learner’s prior knowledge about the topic for discussion.
Think Aloud 4. Miss Thomas assigns the EPP learners to reflect on the learnings in class,
and what this meant to them as a member of the family.
Error Analysis 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.
Essay
Direction: Write a two-paragraph essay explaining one of the principles of effective metacognitive
instruction. Cite a classroom situation to illustrate your argument.
Principle number two states that learner should be informed about the benefit of applying
metacognitive skills in order to make them exert the initial extra effort. Students are sensitive especially
to the particular arguments of gaining time, making lower errors and obtaining higher scores. To become
more self-directed in their learning, students must thoughtfully use cognitive learning strategies and skills.
For example, a student studies for a test because he wants to earn a good grade or mind his
behavior because he don’t want to lose his recess. Students choose behaviors not because they enjoy
them or find them satisfying, but in order to get something in return or avoid a negative outcome. Extrinsic
motivation is doing something to earn a reward or to avoid a punishment.
Task Sheet 1.4
Direction:
1. Get a peer mentor and discuss the three fundamental principles to develop metacognitive skills.
Provide classroom situations to enrich your discussions.
a. Metacognitive instructions should be integrated with a learning task in order to
be successful. By applying metacognitive skills to a concrete learning task,
students are informed of what to do, when and how. Example in our course
subject, about Food Deterioration and Spoilage, after discussing the lesson, our
teacher wants us to observe the tomatoes in different temperatures in 3 days.
After 3 days, she wants us to write our observations like what happen to the
characteristics of the tomatoes, when did the spoilage starts to spread and how
did we observe the effects of the tomatoes.
b. Students are sensitive especially to the particular arguments of gaining time,
making lower errors and obtaining higher scores. To become more self-directed
in their learning, students should motivate themselves to set their abilities and
skills. For example, a student studies for a test because he wants to earn a good
grade or mind his behavior because he don’t want to lose his recess. Students
choose behaviors not because they enjoy them or find them satisfying, but in
order to get something in return or avoid a negative outcome.
c. Metacognitive instruction should be given over a prolonged period of time to
guarantee the smooth and maintained application of metacognitive activity.
Example, our teacher gives us module about Food-Borne Illnesses. She gives
us a week to answer the activities and questions about the topic so that we can
understand the learning outcomes of the said subject matter like how and why
should we avoid food poisoning, and what should we do to not get the food
contaminated.
2. Considering your outputs in activity one in lesson 1 and activity 2 in lesson 2, identify
metacognitive strategies (before, during and after the lesson) to be used in teaching. Show the
outputs to your instructor.
Metacognitive Strategies
Activity
Before During After
Self-Check 1.1 Graphic Organizers Think Aloud Journalizing
Task Sheet 1.1 Think Aloud Graphic Organizers Error Analysis
Self-Check 1.2 Think Aloud Graphic Organizers Journalizing
Task Sheet 1.2 Think Aloud Graphic Organizers Journalizing
Output in Activity 1 Lesson 1
Self-Check 1.1
A.
Direction: Read and analyse the statements. If true, write YES before the item; if false, write NO.
YES 1. Differentiated instruction attempts to resolve diversity of learners in the classroom.
NO 2. The motivation of a learner from the urban community is similar to that from the rural area.
NO 3. The development of higher-order thinking skills is attainable among the lower years
YES 4. Making learning alive and active initiates students’ positive love for the subject.
NO 5. Verbal reinforcements, as they seem fitted for the elementary level, are avoided in the senior
high school level.
YES 6. The practice of unlocking difficulties for a difficult lesson provides scaffold to the learners.
NO 7. The assistance of a more advanced student to a slow learner in explaining the lesson is
defeating the purpose of active engagement of the learner.
YES 8. Praising a slow learner for a little effort exerted is a stepping stone for his or her progress.
YES 9. Using the new technologies in the classroom has more disadvantages and advantages, as
learners are overwhelmed.
NO 10. A teacher who facilitates learning becomes the main source of knowledge in every lesson
in class.
B.
Direction: Put a check mark (/) before each item if the teaching practice satisfies the development and
social factors, and individual differences of learning; put an X mark if not.
/ 1. A teacher varies the level of difficulty of the same task bright and slow learners.
/ 2. A teacher allows a learner in Social Science to explain the answer to the question in the
dialect in which the learner is fluent and the class understands.
/ 3. Mr. Ramos asks far-sighted learners to be seated in front.
X 4. Mrs. Jurado tolerates the minor misbehavior of a learner.
X 5. Miss Renante discourages the use of local materials in the Art projects o her learners.
/ 6. A teacher cites cultural practices of the students as examples for learning.
/ 7. Mr. Ruma asks the fast learners to coach or mentor the learners needing assistance.
/ 8. Miss Pascual tells Rema, the class singer, to enroll in the Special Program for the Arts track.
X 9. Girlie was told by the teacher to concentrate on academics, not on the school paper
assignment.
/ 10. The Science teacher asks for the help of the school nurse to explain fertilization.
Task Sheet 1.1
A.
Direction: Complete the graphic organizer by filling in with novel classroom practices that address the
psychological principles of learner-centered learning.
Self-directed learning
Cognitive and Metacognitive
Self-assessment Reflective Journal Writing
Factors
Reading Comprehension
B.
Direction: Through symbolism, present the development and social factors and individual differences of
learning creatively. In a short paragraph, explain the implications of the symbolism presented.
Diversity in education is very important because
it creates a success-oriented, cooperative and
caring community. Not only creates a
multicultural awareness, including the help of
students with different backgrounds, but also it
encourages acceptance and helps prepare
students to progress in a rapidly diverse world.
Part of diversity is the 4C’s: Communication,
Collaboration, Critical Thinking and Creativity.
They represent attitudes and abilities to create
new ideas which can be learned, taught and
applied in any classroom. It is also the primary
life skills that students can develop from their
everyday experiences at school and shape their
capacity to live, connect with others and work well in their future.
Output in Activity 2 Lesson 2
Self-Check 1.2
Identification
Direction: Identify if the following thoughts are more a declarative, procedural, or conditional knowledge.
Write your answers on your separate paper.
Declarative 1. I know that the context of this problem is not suited to the library.
Procedural 2. There are three ways to solve this problem.
Conditional 3. This fact is essential to recall for the situation presented.
Declarative 4. ROYGBIV makes it easy for me to remember the colors of the rainbow.
Procedural 5. This is an irregular verb, thus, adding –ed to the word to make it past tense does not
apply.
Task Sheet 1.2
Title: Choosing competency
Performance Objective:
Students will identify the metacognitive knowledge necessary for you to include in teaching the desired
competency.
Supplies/Materials:
Bond Paper
Equipment:
Laptop or Smartphone, printer with ink
Steps/Procedure:
1. Considering your subject specialization, choose one competency related to a topic from a
textbook used in a particular grade level.
2. Identify the metacognitive knowledge necessary for you to include in teaching the desired
competency.
3. Use the matrix below as a guide.
4. Submit your output in our google classroom or through our drop box located in the College of
Education. Deadline will be on _______________________.
Competency: Meal Management and Food Institutional Management
Subject Matter: Food Safety and Sanitation
Metacognitive Knowledge Specific Skills to Develop in the Lesson
Declarative Knowledge Gain knowledge of the different ways food may
become unsafe.
Procedural Knowledge Learn what are the proper procedures for hand
washing and the use of disposable gloves and
how you apply it.
Conditional Knowledge Understand the importance of sanitation and
personal hygiene with maintaining food safety.
Assessment Method: Portfolio Assessment
3. 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 disrupted Today , I considered a new idea
because or concept
The terms are difficult and How to apply the 4C’s in a
it needs more examples diverse classroom.
and references to make On were to use a
me understand more. metacognitive teaching
I find it hard to understand strategy in discussing a
some questions and for it lesson.
needs more elaboration.
Today , I am certain that I learned
How to identify if a
sentence is declarative,
procedural or conditional
knowledge.
What are the processes of
metacognitive regulation
and how to use it in a
particular given task.
