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Beed-Ii-B - Nobleza Module 3

This document is a student's submission for their Prof. Ed. 4 subject. It addresses the statement "Too often, teachers teach students what to think but not how to think." The student elaborates that some teachers treat all students the same rather than developing their individual strengths and diversity. The document also classifies examples as relating to the planning, monitoring or evaluating phases of metacognitive regulation and control. It explains these three phases and provides a scenario for each. In conclusion, the student reflects on the importance of metacognition and individual development for students.

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Kim Nobleza
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252 views3 pages

Beed-Ii-B - Nobleza Module 3

This document is a student's submission for their Prof. Ed. 4 subject. It addresses the statement "Too often, teachers teach students what to think but not how to think." The student elaborates that some teachers treat all students the same rather than developing their individual strengths and diversity. The document also classifies examples as relating to the planning, monitoring or evaluating phases of metacognitive regulation and control. It explains these three phases and provides a scenario for each. In conclusion, the student reflects on the importance of metacognition and individual development for students.

Uploaded by

Kim Nobleza
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
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OAS COMMUNITY COLLEGE

Calzada, Oas, Albay

BACHELOR OF ELEMENTARY EDUCATION (BEEd)

FACILITATING LEARNER-CENTERED TEACHING

STUDENT: NOBLEZA, KIM EDUARD R.


ADDRESS: RAYALA ST., IRAYA SUR, OAS, ALBAY
BLOCK/COURSE: II-B - BACHELOR OF ELEMENTARY EDUCATION
SUBJECT: PROF. ED. 4
INSTRUCTOR: RAYMUNDO B. SALISI, MAEd
DATE: 09/27/20

MODULE 3: Metacognitive Regulation and Control

ACTIVITY III.
Please expound or elaborate the statement below:

“Too often, teachers teach students


what to think but not how to think.”

Based on my speculation, the statement says that some teachers treat


each and every student as a copy of their ideal student. Rather than developing
their diversity in creativity, intelligence and purpose, some teachers waste the
strengths of a student and teaches them as if they are all the same. The
teachers play a vital role in the students’ lives, because they serve as a guide
for the students to realize that they are born different. I believe that teachers
teach to inspire, to love and to have fun, because our lives at school would be
wasted if we’re all copies that came from the same book.
In conclusion, rather than creating students that think the same, we as
future teachers should develop students that create rather than being created,
because they were all borne unique.
V. APPLICATION
Classify the following questions/statements if the learner is engaged in
planning, monitoring or evaluating phases or processes of metacognitive
regulation and control.
Monitoring phase 1. Is the strategy leading to the correct answer?
Monitoring phase 2. My answer does not meet the standards in the scoring
rubric.
Planning phase 3. What strategy is best for this type of problem?
Planning phase 4. What does this task expect me to produce?
Evaluation phase 5. The teacher is nodding as I speak. I am right in organizing
my answer.
VI. ASSESSMENT
Explain the following:
1. Metacognitive regulation
 This refers to the ability of the learner to keep tract of themselves. As the
word itself says, it is called as their self-awareness towards their own
learning. This ability helps them find out what, when and how to use a
particular skill for a given task.
2. Planning Phase
 This phase refers to the student’s ability to approach their task with
strategies they will use.
3. Monitoring Phase
 This phase refers to the student’s ability to be aware of their task and
they would keep track of their progress they are making towards their
goal.
4. Evaluating Phase
 This phase refers to the student’s ability to determine how successful the
strategy they used was in helping them to achieve their learning goal.
2. Give at least one (1) particular situation or scenario where learners engaged
in planning, monitoring, and evaluating phases or processes of metacognitive
regulation and control.
1. Planning Phase
 A student was given a task by their teacher. The student asks himself
“how shall I procede with the task given by teacher?”
2. Monitoring Phase
 A student is currently doing an activity given by his teacher. The student
asks himself “am I doing this correctly?”
3. Evaluating Phase
 A student had finished his tasked that was given by the teacher. The
student asks himself “How well did I do?”
VII. REFLECTION
After completing this module,
I realized that by keeping track of ourselves is important to our progress
with teaching and learning. A student’s metacognition regulation is vital for the
student’s learning and a teacher’s guidance would prove helpful for the
student’s growth. Continuously undergoing self-related problems that would
activate a student’s critical thinking would help them develop much faster.
In conclusion, as a future teacher, I will take note, that we should
develop students that create rather than being created, because they were all
borne unique.

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