EXTEND by Applying (Google Classroom)

Name: TANUDRA, JANBER ENGELL GABRIEL, G.

Conduct a metacognitive observation based on the procedures below: (Source: Prof. Joanna M.
Grymes, PhD. Of Arkansas State University)
Metacognitive Observation
1. Interview 3 different children: one age 4 – 6, age 7 -9, one age 10 and older.

Jhon Eyrie Andriano – 6 years old

OUTCOME:
1. How accurate were the children in predicting how well they would remember the list?

The 17-year old student was quick in remembering the words. She was able to
provide the list completely with no hesitations. In the case of the 9 year old. I
was impressed because the student also aced the 10 words that I asked him to
provide. However, in the case of the 6 year old pupil. He was able to provide 6
words only and I needed to give him hints just for him to utter the word. I also
observed that the pupil did remember words that I gave last compared to the
first ones.

2. Were they able to to tell you what they did to remember the words after repeating
the list.
The 9 year old student was very quick in answering that he listened attentively
like what he does watching TV/YouTube. As to the 17 year old student she said
that she remembered first the words with 1 syllables and the ones that sounded
alike for example (bat, hat,cat). As to the 6 year old student he just smiled and
said tried to remember what he can based on how I relayed it few minutes prior
him given the opportunity to repeat the list.
3. Were there any differences in age in terms of how accurate their predictions on their
lists were?
 Age, experience and strategy have definitely affected how the three students in
providing the 10 words. As to the oldest student, she uttered first those that are
of the same syllable and sounding alike. While the 9 year old student did provide
the list completely but are not in proper order too. Opted for words that he
remembers first then to the next. While the youngest was only able to provide
words that I the last and the first word I gave too. He didn’t use any strategy in
predicting the words.
4. How well did the children do in retelling the story?
The youngest was all over the place. The story was not in order. I needed to give
him hints to be able to remember what happened in the story. It was expected
for the oldest student to relay the story in order but one thing surprised me, the
9 year old also aced the story telling part. He even used his own words in
describing what happened in the story.

5. Did the children tend to tell the story in the correct order or in the order you told it?

The oldest and the 9 year was able to retell the story in correct order, the way I
told it. The only student that missed it was the 6 year old boy, he needed hints in
order to remember what happened.

6. Were there age differences in how they responded here?

Definitely yes. Age, experience and I would say school is a factor. The 6-year-old
student whos the youngest is having a hard time with his story telling part and
also he is studying in a public school. The best thing with the 9-year-old is that he
speaks English all the time, responds to my questions in English and uses his own
words to retell the story. He is studying in a private school with limited students
but given attention to really learn. With the oldest student, she studies in a
public school but was able to retell the story in order, a combination of English
and Filipino and instances of Bisaya to emphasize a certain situation/part of the
story.

7. Consider the older children’s responses to the questions about memory and reading.
Given their responses, how well do schools seem to support children developing
metacognitive strategies for memory and reading?
On a personal note, school is also a big factor in developing metacognitive
strategies for this students. The youngest and the oldest are both studying in
public from kinder to high school but the 9 year old is the sole student studying
in a private school. Evidently the 9 year old students speaks English like his native
language and was able list words and relay the story in order. Even exceeded
 expectations by using his own words in providing the information to me. On the
other hand, the 6 year old says he didn’t experience getting one on one session
with teacher to focus on a certain task. The oldest student also said that its
always group work and no follow ups on each students progress. She technically
uses her own experience and age to learn and provide the words and strategies
to retell the story
8. Did the children have a sense of which way they learn best? Do they seem to think
that teachers help them with this? How effective do schools seem to be in creating/
supporting an appreciation of reading in children? Do the children seem to see
teachers being helpful in these areas?
When doing both activities in general I would say that they learn best in listening
and then take down notes as their guide. Though the 6 and 9 year old student
didn’t write much it shows that the oldest students did jut down some notes or
hints to list the words and strategy to retell the story. With my follow questions
to help them get an idea of what Im talking about it helped them get the
answers needed. I believe that is a good way of emphasizing that teachers or
mentors do play a major role in helping students learn. Private and public
schools have one goal but due to number of students and the system it follows,
it impacts the way learning is absorb. That’s what I observed with the 9 year old
compared to the ones studying in public. All three of them agreed that having a
teacher that will guide and teach them along the way will have a great impact in
achieving the goal of learning.
Photo Documentation
Jhon Eyrie Andriano – 6 years old (Please note that we transferred inside the house
after this photo due to computer shop being too noisy)
Deniess Kimche M. Ensomo - 9 years old

Bryll Kim M. Ensomo - 17 years old