Meta Cognitive Observation
Republic of the Philippines
Western Philippines University
Puerto Princesa Campus
Puerto Princesa City
EDUC 102: FACILITATING LEARNING “Meta-Cognitive Observation”
Submitted to: Mrs. Marites Espanueva-Lomocso
Submitted by: Nerissa Mae F. Dadores Andrea Josefa D. Perez (BSED II)
META-COGNITIVE OBSERVATION
Introduction
Metacognition refers to one’s knowledge concerning one's own cognitive processes or anything related to them, e.g., the learning-relevant properties of information or data. —J. H. Flavell (1976, p. 232). Metacognition is referred to as, as “thinking about thinking” and can be used to help students “learn how to learn.” Metacognition is important, human uses metacognition in thinking, problem solving, learning, etc. Metacognitive involves activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task. This activity will help the students understand on how metacognition should be applied to improve the different study skills.
Procedure
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 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
Western Philippines University
Puerto Princesa Campus
Puerto Princesa City
EDUC 102: FACILITATING LEARNING “Meta-Cognitive Observation”
Submitted to: Mrs. Marites Espanueva-Lomocso
Submitted by: Nerissa Mae F. Dadores Andrea Josefa D. Perez (BSED II)
META-COGNITIVE OBSERVATION
Introduction
Metacognition refers to one’s knowledge concerning one's own cognitive processes or anything related to them, e.g., the learning-relevant properties of information or data. —J. H. Flavell (1976, p. 232). Metacognition is referred to as, as “thinking about thinking” and can be used to help students “learn how to learn.” Metacognition is important, human uses metacognition in thinking, problem solving, learning, etc. Metacognitive involves activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task. This activity will help the students understand on how metacognition should be applied to improve the different study skills.
Procedure
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 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