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Metacognitive Strategies for Effective Teaching

Metacognitive modeling involves three aspects: what was previously known, what is currently known from study, and what still needs to be learned. It helps students consciously monitor and reflect on their learning by raising awareness of what needs to be learned and using existing knowledge and text structure recognition. Metacognitive learning can help teachers understand if students are engaging with the subject and gain awareness of their own thinking and teaching to better meet student needs. Using prediction-observation-explanation as a teaching strategy has advantages like improving student learning skills and independence, but constraints include some students being slow or confused learners. Facilitators can remedy this by explaining slowly, allowing time for questions, and answering clearly without laughing at students or embarrassing them.

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Ananda Del Castillo
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96 views1 page

Metacognitive Strategies for Effective Teaching

Metacognitive modeling involves three aspects: what was previously known, what is currently known from study, and what still needs to be learned. It helps students consciously monitor and reflect on their learning by raising awareness of what needs to be learned and using existing knowledge and text structure recognition. Metacognitive learning can help teachers understand if students are engaging with the subject and gain awareness of their own thinking and teaching to better meet student needs. Using prediction-observation-explanation as a teaching strategy has advantages like improving student learning skills and independence, but constraints include some students being slow or confused learners. Facilitators can remedy this by explaining slowly, allowing time for questions, and answering clearly without laughing at students or embarrassing them.

Uploaded by

Ananda Del Castillo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Ananda R.

Del Castillo
Beed 2-2

Page 27 Reflect
1. Explain the three main aspects of metacognitive modeling.
● What was previously known, What is currently known as a result of
studying and What still has to be learned. Awareness of what is to be learned, use of existing
knowledge about the subject, recognition of text structure, consciousness of what is understood
as well what is ot understood, and the use of writing to help remember the thoughts and what is
not clear to them for them to learn. It will help students to consciously monitor and reflect upon
what they are learning.
2. How can metacognitive learning help you as a teacher?
● It will be easier for the teachers to know if their students are cooperating in
their subject. Teaching with metacognition enables teachers to gain awareness about and control
over how they think and teach by planning, monitoring, evaluating, and adjusting their
instructional goals and teaching strategies in accordance with their students' needs and the
sociocultural context.
Page 34 Reflect
1. What are the advantages of using this strategy?
● Student’s will improve their learning skills as they will acquire higher
thinking skills. Also, it will help them to become independent learners as they are only depending
on what they are observing in the said situation.
2. How will the teacher encourage the learners to reveal whatever belief they have about a
certain situation or phenomenon?
● The teacher should make sure that everyone is involved by asking all their beliefs and the
situations should be easy for them so they have confidence in answering.
3. What are the possible constraints in the use of POE as a teaching strategy?
● Since learners have different learning skills, some are slow learners and
fast learners. it will be hard for some students to give a reason for their prediction. They may get
confused because they have different answers.
4. How can facilitators remedy or overcome these constraints?
● Explain slowly so that those hard to understand the situation will have a
chance to analyze it and give time to students to ask if there are parts that are confusing to them
and the teacher will answer clearly to them.
5. What should be avoided in using the said strategy?
● Avoid laughing at learners' reasons for prediction and their explanation
because it will embarrass them and might be the reason why it’s hard for them to present their
ideas. If the student;s have a hard time explaining their reasoning, teachers should give support
to the students.

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