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Sagkahan National High School
Bliss Sagkagan Tacloban City
Name of Teacher: Mr. Bienvenido D. Codillo
Section: 3rd year Honest
GRADING SYSTEM RECORD
NAME of student	ATTENDANCE	QUIZES	PROJECT	REPORTS	FINAL EXAM	FINAL GRADE	ROUNDUP	RATING/PASS OR FAIL	VLOOKUP	AVERAGE
GIRLS:	10%	20%	30%	15%	25%
1. ABENIS, JESSELYN	93	89	94	93	89	91.5	92	PASS	1.4	91.6	75	3
2. AGAO, JENNIFER	91	78	90	93	87	87.4	88	PASS	1.8	87.8	76	2.9
3. AGBU, JOANNE	87	93	78	87	94	87.25	88	PASS	1.8	87.8	77	2.8
4. AGAYUN, JOCELYN	86	79	89	93	87	86.8	87	PASS	1.9	86.8	78	2.7
5. BARRIOS, AMY	87	80	79	88	87	83.35	84	PASS	2.2	84.2	79	2.6
6. BANOY, RICA	92	89	87	83	88	87.55	88	PASS	1.8	87.8	80	2.5
7. BAGARIN, DENIN	85	84	86	86	87	85.75	86	PASS	2	85.6	81	2.4
8. BUNTOK, HIEDI	83	89	87	84	85	86.05	87	PASS	1.9	85.6	82	2.3
9. BUNTAL, BREDY	82	85	95	87	89	89	89	PASS	1.6	87.6	83	2.2
10. CORPUZ, ROYAL	87	89	87	84	83	85.95	86	PASS	2	86	84	2.1
11. DAGUIMOL, STEPAHNIE	91	78	84	79	89	84	84	PASS	2.1	84.2	85	2
12. MONSANTO, EMELYN C.	89	86	87	79	87	85.8	86	PASS	2	85.6	86	1.9
13. MONREAL, AMOR	88	87	89	86	91	88.55	89	PASS	1.7	88.2	87	1.8
14. NORIO, CHICAY	83	79	75	87	87	81.4	82	FAIL	2.4	82.2	88	1.7
15. SHEKINAH, BEATRICE	82	93	86	87	95	89.4	90	PASS	1.6	88.6	89	1.6
16. TRAVIS, ROSE	85	78	84	82	82	82.1	83	FAIL	2.3	82.2	90	1.5
											91	1.4
BOYS:											92	1.3
1. AMARILLO, JOSHUA	78	78	89	93	79	83.8	84	PASS	2.2	83.4	93	1.2
2. ANDRES, NIC	87	91	84	86	89	87.25	88	PASS	1.8	87.4	94	1.1
3. ADIDO, FURTUNATO	83	86	83	83	81	83.1	84	PASS	2.2	83.2	95	1
4. AMPLAYA, FERNIN	89	79	80	89	87	83.8	84	PASS	2.2	84.8
5. BRONU, MARS	88	89	87	86	84	86.6	87	PASS	1.9	86.8
6. BRENO, DEFIRINO	90	80	78	92	79	81.95	82	FAIL	2.4	83.8
7. BRAGENE, AMORSOLO	91	87	88	84	82	86	86	PASS	1.9	86.4
8. CORPIN, FRANCISCO	90	84	89	87	91	88.3	89	PASS	1.7	88.2
9. CORIPOY, REY	87	86	83	82	90	85.6	86	PASS	2	85.6
10. FERRER, ANTHONY	83	89	84	88	87	86.25	87	PASS	1.9	86.2
11. GO, ALLAN ANTY	81	86	87	82	88	85.7	86	PASS	2	84.8
12. GOMEZ, SOLIPON	80	86	89	87	83	85.7	86	PASS	2	85
13. HANOY, FERDIE	89	89	79	80	89	84.65	85	PASS	2.1	85.2
14. INATOY, HONIEFRED	87	88	89	87	86	87.55	88	PASS	1.8	87.4
15. MANTAO, GINO	88	89	87	88	91	88.65	89	PASS	1.7	88.6
16. SAA, EDFER	84	85	87	91	87	86.9	87	PASS	1.9	86.8
Passing Grade = 83 above
Failing Grade = 82 below

Metacognition

1.                WHAT IS METACOGNITION?

Metacognition-Is one’s ability to use prior knowledge to plan the strategy for approaching a learning task , take necessary steps to problem solve, reflect on the evaluate results, and modify one’s approach as needed. It helps learners choose the right cognitive too; for successful learning.

2.                HOW METECOGNITION DEVELOP?

Identifying "what you know" and "what you don't know."  At the beginning of a research activity students need to make conscious decisions about their knowledge. Initially students write "What I already know about..." and "What I want to learn about...." As students research the topic, they will verify, clarify and expand, or replace with more accurate information, each of their initial statements.

              Talking about thinking.  Talking about thinking is important because students need a thinking vocabulary. During planning and problem-solving situations, teachers should think aloud so that students can follow demonstrated thinking processes. Modeling and discussion develop the vocabulary students need for thinking and talking about their own thinking. Labelling thinking processes when students use them is also important for student recognition of thinking skills. Paired problem-solving is another useful strategy.

Keeping a thinking journal.  Another means of developing metacognition is through the use of a journal or learning log. This is a diary in which students reflect upon their thinking, make note of their awareness of ambiguities and inconsistencies, and comment on how they have dealt with difficulties. This journal is a diary of process.

             Planning and self-regulation.  Students must assume increasing responsibility for planning and regulating their learning. It is difficult for learners to become self-directed when learning is planned and monitored by someone else. Students can be taught to make plans for learning activities including estimating time requirements, organizing materials, and scheduling procedures necessary to complete an activity. The resource center's flexibility and access to a variety of materials allows the student to do just this.

Debriefing the thinking process.  Closure activities focus student discussion on thinking processes to develop awareness of strategies that can be applied to other learning situations. A three step method is useful. First, the teacher guides students to review the activity, gathering data on thinking processes and feelings. Then, the group classifies related ideas, identifying thinking strategies used. Finally, they evaluate their success, discarding inappropriate strategies, identifying those valuable for future use, and seeking promising alternative approaches.

             Self-Evaluation.  Guided self-evaluation experiences can be introduced through individual conferences and checklists focusing on thinking processes. Gradually self-evaluation will be applied more independently. As students recognize that learning activities in different disciplines are similar, they will begin to transfer learning strategies to new situations.

3.                   WHAT ARE THE KNOWLEDGE VARIABLES OF METACOGNITION?

·         Person variables- what recognizes about his or her strengths and weaknesses in lerning and processing information.

a.       What is the role of age?

·         Task variables- what one knows or can figure out about the nature of the task and the processing demands required to a complete task.

b.      Different instructional content

·         Strategy variables- the strategies a person has “at the ready “to apply in a flexible way to successfully accomplish a task.

c.       Ways to encode, store, and retrieve information

4.                   Characteristics of Expert Learners

·         Control the learning process rather than become a victim of it

·         Are active, not passive, in their approach to learning

·         Are motivated (e.g., enjoy learning, have specific short-term and long-term goals, etc.)

·         Are disciplined (i.e., have learned good habits and use them consistently)

·         Are more aware of themselves as learners (e.g., know their own strengths and weaknesses)

·         Initiate opportunities to learn

·         Set specific learning goals for themselves

·         Have a larger repertoire of learning strategies from which to choose

·         Know not only what to learn, but how to learn

·         Are more adaptive because they do self-monitor while learning

·         Reflect more upon their own learning

·         Evaluate the effectiveness of learning approaches and strategies

·         Are more sensitive to the demands of specific academic tasks

·         Use learning strategies selectively

·         Use learning strategies strategically

·         Tend to attribute failures to correctable causes

·         Tend to attribute successes to personal competence

5.                   Characteristics of Novice Learners

·         Enter as successful ICU nurses

·         Unfamiliar with the OR

·         Process of anesthesia is mysterious

·         No anesthesia experience, little    knowledge

·         Learning must begin somewhere

·         Learn from didactic work theories to guide actions

·         Theories and rules provide general rules but do not cover all possible situations

·         Task-oriented

·         Vary greatly in abilities

Facilatating Learning: A metacognitive Process

Facilatating Learning: A metacognitive Process

Age: 4 Years Old

Metacognitive Observation

Questionnaires: ( Kindergarten or younger)

1.      How many words do you think you will remember?

·         The child can remember those words that has image. Out of ten she got 7 to remember.

2.      What do you need to do to remember the words?

·         For child to remember the words she needs an image or pictures.

3.      Are you good in remembering?

·         Yes! But words that those with pictures and image.

4.      Ask the child to list all the words you asked them to remember?

·         She got 7 out of ten to remember the words.

5.      Did it work?

·         Yes!

6.      Retell the story book.

·         When she retells the story only the highlights she could remember to explain.

7.      Who wrote the book?

·         She did not recognize the one wrote the book.

8.      Where’s is the beginning?

·         She cannot recall what was the beginning of the story.

9.      Where’s the ending?

·         She said at the ending that “they got married and happy ending”.

Name of Child:  John Joseph D. Corpin

Age: 11Years Old

Questionnaire for first grade or older.

1.      How many words do you think do you remember?

·         He got 9 out of 10

2.      What do you need to do to remember the words?

·         Graphics and words.

3.      Are you good in remembering?

·         Yes, he has well in terms of memory retaining.

4.      What kinds of the things do you do to help you to remember things?

·         With the help of pictures repetition words.

5.      Does your teacher give you ideas to help you to remember things?

·         Yes , our teacher help us to remember things by repeating again.

6.      What different ideas has your teacher given to you?

·         He said that through reading again and again.

7.      Do you remember some specific of things you have learned in school to help you remember the things?

·         My teacher used images and acronym to remembered things.

8.      Do you use them?

·         Yes I used it now.

9.      Do you think they are helpful?

·         Yes it helps a lot for me. He said.

10.  How do you think you learned things best- by seeing it, by hearing it, or by doing it?

·         By seeing it and doing it.

11.  Does your teacher help you to figure out how you learn best or help you to learn that way?

·         Yes.

12.  Do you do activities to help you learn in school?

·         Yes.

13.  What kinds of activities do you do?

·         We have games using our memory. Like Pinoy henyo.

14.  Do you think they help?

·         Yes.

Telling the Story

1.      Do you like to read, why or why not?

·         Yes..Because reading gives a lot of information.

2.      Is there something that could change at school that might make you like reading more (even more)

·         Yes.

3.      What kinds of things do you read in school?

·         Books like adventures.

4.      Do you get to choose some of the things you read at school?

·         Not at all times.

5.      Do you read outside the school- if so what do you like to read?

·         No

6.      Why do prefer to read those kinds of things/books?

·         Because I used to love imagining of what I’ve read.

7.      Why do you read outside in the school?

·         I do not read outside the school.

8.      Do you think reading is important?

·         Yes.

9.      Many people think that reading well helps you do better in school- do you? Why or why not?

·         Yes, because it can give you focus upon reading those things.

10.  What kinds of things do you do when to make sure you understand what are you reading?

·         Books that has images and lines. Like Comics books etc.

11.  Has your teacher helped you to learn ways to help you read better?

·         Yes if there are words that I don’t understand, she explains it.

12.  Ask the children to retell the story, reminding that they should retell it in order you told it.

·         When he retells the story book that I have gave him, probably he catch the story but not detailed.