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    EDUC 113 Module 01 Acticity Sheet

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    Jemuel Rabano
    This document discusses metacognition and facilitating learning. It contains a study habits questionnaire that assesses motivation, organizing work, and working with others. The student scores themselves in each area and analyzes the results. Metacognition is explained as thinking about one's own thinking and learning processes. Being aware of strengths and weaknesses helps students identify ways to improve their study habits and learn more effectively. The goal of education is to teach lifelong learning skills like metacognition.

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    EDUC 113 Module 01 Acticity Sheet

    Uploaded by

    Jemuel Rabano
    39 views5 pages
    This document discusses metacognition and facilitating learning. It contains a study habits questionnaire that assesses motivation, organizing work, and working with others. The student scores themselves in each area and analyzes the results. Metacognition is explained as thinking about one's own thinking and learning processes. Being aware of strengths and weaknesses helps students identify ways to improve their study habits and learn more effectively. The goal of education is to teach lifelong learning skills like metacognition.

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    This document discusses metacognition and facilitating learning. It contains a study habits questionnaire that assesses motivation, organizing work, and working with others. The student scores themselves in each area and analyzes the results. Metacognition is explained as thinking about one's own thinking and learning processes. Being aware of strengths and weaknesses helps students identify ways to improve their study habits and learn more effectively. The goal of education is to teach lifelong learning skills like metacognition.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    39 views5 pages

    EDUC 113 Module 01 Acticity Sheet

    Uploaded by

    Jemuel Rabano
    This document discusses metacognition and facilitating learning. It contains a study habits questionnaire that assesses motivation, organizing work, and working with others. The student scores themselves in each area and analyzes the results. Metacognition is explained as thinking about one's own thinking and learning processes. Being aware of strengths and weaknesses helps students identify ways to improve their study habits and learn more effectively. The goal of education is to teach lifelong learning skills like metacognition.

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    You are on page 1of 5

    COMMISION ON HIGHER EDUCATION

    LEON GUINTO MEMORIAL COLLEGE


    Atimonan, Quezon
    Subject: Facilitating Learner-Centered Teaching Code: EDUC 113
    Course: BCAED BLK B Day: Friday Time: 5:35
    RONALDO A. MUÑOZ, MT-I (Instructor)

    FACILITATING LEARNING

    Metacognition
    OBJECTIVES:
    • Explain metacognition to learners
    • Determine a movie or an expert learner
    • Apply the metacognitive strategies in your own quest for learning.

    INTRODUCTION:
    Metacognition is such a long word. What does it mean? You will find
    this out in this module.
    ACTIVITY:

    PART 1 MOTIVATION
    Always Sometimes Never Your
    (10) (5) (0) Score
    1 I exert effort to find out why I / 10
    need to do a particular task.
    2 I reward myself when I work. / 5
    3 I see to it that I give myself / 5
    regular breaks from work.
    4 I can keep my concentration / 10
    and does not let my mind "drift
    away".
    5 I have ways of dealing with / 5
    distractions.
    6 I am willing to do the work I do / 10
    not enjoy because I see it as
    important.
    7 I seek clarification from the / 5
    teacher about her expectations
    and standards.
    8 I go to tutorials to improve my / 0
    school work.

    PART 2 Organizing and Planning

    Always Sometimes Never Your


    (10) (5) (0) Score
    1 I make a weekly timetable for / 10
    the schoolwork I need to
    accomplish
    2 I make a review schedule for / 5
    examinations.
    3 I plan to get the necessary / 5
    resources and equipment
    prior to starting work.
    4 I submit all my assignments / 10
    on time.
    5 I have a place to work where / 5
    I won't be disturbed.
    6 I have time for family / 0
    commitments and relaxation
    as well as studying.
    7 I prioritize tasks which should / 10
    be done first, second and so
    on.
    8 I make lists of things to do. / 10
    9 I make a list of valuable / 5
    references with bibliographic
    details, page numbers of
    quotes and so on.
    10 I review my work before / 10
    submitting it.

    PART 3 Working with Others

    Always Sometimes Never Your


    (10) (5) (0) Score
    1 I discuss work assignments / 5
    with other students.
    2 I share resources with other / 5
    students.
    3 I keep cuttings from / 0
    newspapers and magazines
    which may be of help to me.
    4 I make sure I see TV programs / 0
    which may be useful.
    5 I read the topic assigned / 10
    before a session.
    6 I ask questions and generally / 10
    take part in group discussion.
    7 I listen out for key ideas when / 10
    someone is talking.
    8 When I am listening to / 5
    someone, I try to anticipate
    what they will say next.
    Use the scoring guide below
    Scoring for Part 1 Motivation
    Score: 10 for Always
    5 for sometimes
    0 for Never

    Feedback: Scores from 55 to 80 mean that you do not appear to have many
    problems in getting down to work and keeping to it.
    Scores from 35 to 50 mean that you sometimes get down to work but
    you can be distracted, you might not always be certain why you are
    having to work. You probably could benefit from learning some
    techniques that help you get down to work more consistently and keep
    at it.
    Scores of 30 and below signify that you really do have problems in
    getting down to work. Unless you develop skills in this area you are
    likely to have many unsatisfactory experiences as a student
    throughout your life. You need to take action.

    Scoring for Part 2 Organizing and Planning your Work


    Score: 10 for always
    5 for sometimes
    0 for Never
    Feedback: Scores from 70 to 100 mean you are well-organized and plan ahead
    for your work.
    Scores from 40 to 65 mean you are not as well-organized as you
    could be. Your time management might benefit from a closer analysis.
    Scores from 35 and below mean you have little organization, probably
    deal with things as they happen, constantly doing things at the last
    minute, often not getting work completed. You need to take action.

    Scoring for Part 3 Working with Others


    Score: 10 for Always
    5 for Sometimes
    0 for Never
    Feedback: Scores from 55 to 85 mean you make full use of resources available,
    listen well and take an active part in seminars.
    Scores from 35 to 50 mean you probably collect resources, but you
    need to ask yourself how you are going to use them more effectively.
    Scores of 35 and below mean there are important resources around
    you that you are ignoring. You may not be hearing much of what is
    being said. You need to know what resources are available, and you
    need to find out where they are and what they have to offer.
    You need to take action.
    ANALYSIS

    My score in the Study Habits Questionnaires


    Aspect of Study Habits My Score Interpretation
    Part 1 Motivation 50 As a college student I’m
    not that good at studying
    but I will try, and I am
    ready to improve myself as
    a student.
    Part 2 Organizing and 70 In planning and gathering
    Planning information I am not that
    good but if there is time to
    study, and information
    must be taken I do it
    diligently.
    Part 3 Working with others, 45 Helping others with a task
    Utilizing Resources and is difficult for me to get
    Feedback along with, especially
    when I don’t know them,
    but if I can help with
    knowledge, things, or
    activities, I will be diligent
    in giving ideas and my
    help.
    Part 4 Managing School
    Work Stress
    Part 5 Notetaking and
    Reading
    Part 6 Preparing an
    assignment/Project.

    ABSTRACTION/GENERALIZATION

    What you just did while answering the questionnaire and analyzing your scores is an
    exercise in metacognition. You stopped for a moment and thought about how you study and
    learn. You were reminded of your strengths and weaknesses, then you wrote what it is
    that you can do to improve your study habits. Hopefully, this will help you start to learn
    more effectively.

    The most important goal of education is to teach students how to learn on their own.
    The quotation on the side margin stresses this. It is vital that students acquire the skills of
    how to learn; and that these skills enable them to learn not just while they are in school but
    for a lifetime. This entails a deeper awareness of how one processes information, the ability
    to evaluate his own thinking and to think of ways to make his own learning process more
    effective. All these involve metacognition.

    Just, what is metacognition? This appears to be such a high sounding word that
    some people are confused about what it is about even before they actually spend time to
    find out what it really means. It is not at all that complicated. In fact we do metacognitive
    activities so often in our daily lives. When you sense that you are experiencing some difficulty
    with a topic you are studying, and you try out different strategies to learn better, you are
    practicing metacognition. The word maybe long, seems to be so intangible but it is worth
    focusing on because it can help you to be a more successful learner. When you become
    a teacher, it can also help your students to learn more efficiently and effectively.

    If you teach a person what to learn, you are preparing that person for the past. If you teach a
    person how to learn, you are preparing that person for the future."

    -Cyril Houle-

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