MODULE 13

• Aside from having a good

  learning environment where

  the needs of the students

  are being met, the students

  should also understand the

  value of what they are

  learning and why they are

  learning those (Kujjpers,

  Meijers, Gundy, 2011).
• Prepare before going to school

  ✔ Always try to research or read the next lesson, do your

  assignments at home or before going to school, eat and

  have proper rest before going to school.
• In preparation for school not only your assignments, or

  making sure that you have all the tools you need for class

  ready and prepared but to also make sure to have your

  body prepared by making sure to have enough rest and

  eating as to ensure that you as a student have enough

  energy to go through the entire day.
• Use different Resources

  ✔ Aside from books provided for the class, don’t

  forget to use the library, and the internet. Using

  different resources will enable you as a student to

  access more information and be able to learn the

  latest learnings and information related to the

  subject matter that you are studying.
• Know what you are learning, why you are learning

  and how they are important to you and your plans

  in life.

  Be Critical and make learning personal
• The school may focus on the interaction between

  the teachers and students but the institution is

  comprised of more than what or who are inside

  the class room and the people in the school from

  the guidance office, librarian, registrar, etc. and

  even people outside the school such as your

  parents and friends or other professionals can

  help you as a student to break limitations, ease

  the difficulties that is brought about by the

  requirements of the curriculum.

  Ask help
• The school provides co-curricular or

  extra-curricular activities; join clubs, or school

  groups to widen you experiences as a student.

  Not only can you have better relationships which

  will translate to more help in the future,

  Do other things
• is, put simply, thinking about one’s thinking. More precisely, it refers to the processes used

  to plan, monitor, and assess one’s understanding and

  performance.

  Metacognition
• Metacognition includes a critical

  awareness of

  1. one’s thinking and learning and
  2. oneself as a thinker and learner.
• increase students’ abilities to

  transfer or adapt their learning to new contexts and

  tasks They do this by gaining a level of awareness above the subject matter:


  Metacognitive Practices
• Metacognitive practices help students become aware of

  their strengths and weaknesses as learners, writers,

  readers, test-takers, group members, etc. A key element

  is recognizing the limit of one’s knowledge or ability and

  then figuring out how to expand that knowledge or

  extend the ability.
• Those who know their strengths and weaknesses in these areas will be more likely to

  “actively monitor their learning strategies and resources

  and assess their readiness for particular tasks and

  performances”
• This component is about knowing about the person

  learns and his beliefs about learning in himself and

  others. It also includes awareness of how the person

  processes information and the strategies he uses to

  optimize his learning.

  Metacognitive Knowledge
• Metacognitive Experience 


  This component refers to the affective aspect of the

  learning process. Feelings provide a feedback system

  to help the person understand his response to the

  whole process of learning. Positive emotions can

  motivate the person to continue learning and a

  positive attitude directs the person to accomplish

  the learning task.
• Metacognitive Strategies 


  These are techniques used by the person to monitor

  his learning progress. The aim of these strategies is

  to discipline the person by controlling his thinking

  activities and keeping him on track towards the

  completion of his learning goals.