A concept paper typically outlines a proposed project, initiative, or research idea, providing a brief overview of its objectives, significance, methodology, and potential outcomes.

1. A CONCEPT ABOUT ENGAGEMANET
Ruble and Robson (2007) expanded the definition of the concept “engagement” by
classifying them into two kinds. Complaint engagement is appropriate responses to teacher’s
directions, such as doing a task as instructed by a teacher without showing resistance. The other
kind is congruent engagement which refers to actions that are similar to or in line with the
actions of others. An example of congruent action is a child coloring his paper along with his
classmates
A CONCEPT ON STORYTELLING
Storytelling is made possible by the feature of language called displacement, which
enables us to talk about things absent, things past, or even things imagined. When the storyteller
narrates, depending on the kind of language used, he can make the narrative close or distant. If it
seems close to us, close to our world, we tend to identify with it; if it seems distant, we feel that
it has no possibility of it happening to us and therefore, we tend to feel detached from it. One
technique that can create the semblance of either intimacy or distance is the use of direct speech
(DS) and the indirect speech (IS). Direct speech or quoting a speaker makes us feel that the
storyteller or narrator is objectively reporting what a person said. On the other hand, an indirect
speech puts distance between the supposed speaker and the reader. For example, direct speech,
“He said, “I want this done tomorrow.” Becomes in indirect speech, “he said he wanted that done
the next day.” Notice how IS puts more distance between the reader and the narrative: the
personal pronoun ‘I’ becomes the 3rd
person “he’, “this” becomes “that” and “tomorrow”
becomes “the next day”. Therefore, the preponderance of IS in a story, such as news report,
makes it more distant from the reader.
A CONCEPT ABOUT METACOGNITION
The prefix meta in “metacognition” means beyond; cognition pertains to a mental process
to arrive at an understanding. Hence, metacognition means going beyond the mental process. To
go beyond one’s mental processes means to analyze how we think, to evaluate, to monitor, and
repair, if necessary, our mental processes to make them work for us. In other words,
metacognition is self-directed analysis/assessment/correction. Based on our self-assessment, we
can determine what works for us, when, and how. This is why Flavell defined it as “thinking
about thinking.” Because learners cannot forever depend on their teachers to guide them, they
should develop metacognitive skills to be more mindful of their own mental processes. In this
sense, metacognition is consistent with the Socratic maxim, “Know thyself.”