by: MR. ADONIS P.

BESA
OPENING ACTIVITY
REFLECT
• As a group, make a
summary of all your
reflections using “ANY
ACRONYM”.
• Present your group output.
What are

Strategies
METACOGNITION STRATEGIES

 methods used to help

students understand the
way they learn; are
processes designed for
students to “think” about
their “thinking”
Connecting new information to former
knowledge.

Selecting thinking strategies

deliberately

Planning, monitoring and evaluating

thinking processes
METACOGNITION
STRATEGIES
 THINK ALOUD
• Great for reading comprehension and
problem solving.
• Think-alouds help students to consciously
monitor and reflect upon what they are
learning.
• This strategy works well when teachers
read a story or problem out loud and
periodically stop to verbalize their
thoughts.
• This allows students to follow the
teacher’s thinking process, which gives
them the foundation they need for
creating their own strategies and
processes that can be useful for
understanding what they are trying to
comprehend
 Checklist, Rubrics and
Organizers
• Great for solving word problems.
These organizational tools support
students in the decision-making
process because they serve as an
aid for planning and self-
evaluation.
• Typically they ask what students
know and need to know to arrive
at an answer, and emphasize the
need to reread the problem and
self-check responses.
 Explicit Teacher Modeling

• Great for math instruction.

• Explicit teacher modeling helps
students understand what is
expected of them through a clear
example/model of a skill or
concept.
• When a teacher provides a easy
to follow procedure for solving a
problem, students have a
memorable strategy to use for
approaching a problem on their
own.
 Journaling

• Journaling is a great way to

prompt students to reflect on- and
track -their growth as learners over
time.
• Dedicating a section of students’
notebooks for journaling creates a
record of growth that will allow
students to stand back and look
at the overall arc of their
development.
• This is a really powerful
metacognitive tool.
 Write-Pair-Share

• Like the name suggests, this

activity involves silent individual
writing, small-group sharing,
followed whole-group sharing.
• Use the classic write-pair-share
activity to cultivate metacognitive
thinking about problem solving
strategies.
 TQLR(Tune-in, Question,
Listen, Remember)
• TQLR – it is a metacognitive strategy before
listening to a story or a presentation.
• T – TUNE IN – It is first important for the learner
himself to be aware that he is paying
attention, and that he is ready to learn.
• Q – QUESTION – the learner is given questions
or he thinks of questions about what he will
soon learn.
• L – LISTEN – the learner exerts effort to listen.
• R – REMEMBER – the learner uses ways or
strategies to remember what was learned.
 PQ4R (Preview, Question,
Read, Recite, Reflect)
• PQ4R – this strategy is used in a study of a unit or
chapter.
• P – PREVIEW - Scan the whole chapter before
delving in each paragraph
• Q – QUESTION - Read the guide question
provided, or think of your own questions about the
topic.
• R – READ - Check out sub headings as you read.
Find out the meaning of words that are not clear
to you.
• R – RECITE - Work on answering the questions you
had earlier.
• R – REVIEW - Pinpoint topics you may need to go
back and read in order to understand better.
• R – REFLECT - Think about what you read.
Some tips to develop students’
metacognition
 Final Thoughts

• The concept of Metacognition is

viewed as the glue that holds all the
thought processes and preferences
together.
• It is this self-knowledge that is the
ULTIMATE GOAL OF EDUCATION since
it implies not just the “ Learning of
Things” but “ Learning how to learn”
which is essential to the goal of
“lifelong learning”
CLOSING ACTIVITY