metacognition and self-directedlearning · metacognitive in your discipline –wksh q1 think back...
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Dept Earth, Ocean & Atmospheric Sciences EOAS Science Education Initiatives
”Metacognition and Self-Directed Learning"Some fundamentals that can improve all learning,
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February 08, 2018 Sarah Bean Sherman [email protected]
Intro
• Objectives: we hope you can …
– Define metacognition
– Identify components of a cycle thatrepresenta basicmetacognitive process
– Create a list of strategies for incorporating metacognition intoyour courses
– Be inspired to consider strategies for incorporatingmetacognitive reflection into your teaching practices
Inthissession,participantsareaskedtoconsider:
1. Yourownexperiencewithmetacognition,inthepresentandinthepast
2. Howyoucanincorporatestudentmetacognitionintothecourse(s)you’reteaching
WhatisMetacognition?“Theprocessofreflectingonanddirectingone’sownlearning”
(NationalResearchCouncil,2001)
Cognitive Questions MetacognitiveQuestions
• Explain whythisphenomenahappened
• Justify whyisthisstatement important?
• Predictwhatwouldhappenifthetemperatureincreases?
• How muchtimedoesthisassignmenttake?(assessthetask)
• Whataretherequirementsforthisassignment?(assessthetask)
• Whatarethegapsinmyknowledge?(evaluate)
• HowwouldIplanformystudy?(Plan)• WhatstrategiesshouldIuse? (Apply)• Isthestrategyworkingwellsofar?
(Monitor)• AmImakinggoodprogress?(Reflect)• ShouldIchangetheapproach?(Adjust)• WhatwouldIdodifferentlynexttime?
(Adjust)
CognitionvsMetacognitioninPractice
Cognitivelychallengingtasksoutsideyourdiscipline:Instructions
Pickapuzzle• Person#1:Tackleyourtask,talkingaloudaboutyourthoughtprocess asyoudoso.
• Person#2:TakenotesonwhatPerson#1issaying/thinking
• After2minutes,youwillswitch.
AssessTask
Evaluateownknowledge&skills(howwillIcompletethetask?)
Plan (howwillIapproachthetask?)
ApplyStrategy
MonitorPerformance
Reflect &Adjustifnecessary
FromAmbroseetal.,2010
Students’beliefsAboutintelligence&learning
Howyoulearnedtobemetacognitiveinyourdiscipline–wksh Q1Thinkbacktowhenyouwereinschool:1. Wereyouevergivenexplicitadviceabout
howtolearnorabouthowtobemetacognitive?
2. Howhaveyouchangedasalearnerovertime?
3. Whatfactorsorpeopleimprovedorimpededyourlearning?
DiscussionQuestion
Metacognition:
• Wheredoesitappearinyourstudents’coursesorprograms?
• Isitevermentioned/assessed/built?
Wheredoweseemetacognitionbuiltintocourses/programs?
Howcanwepromotestudentmetacognition?
• Whatstrategiescouldyouuse/haveyouusedtohelpstudents:
1. AssessTask2. EvaluateSkills3. PlanApproach4. Monitor5. Reflect
Explicitmetacognitiveactivities
• Preassessments – encouragestudentstoexaminecurrentthinking
• Muddiestpoint– practiceinidentifyingconfusions
• Retrospectivepost-assessments– pushingstudentstorecognizeconceptualchange
• Reflectivejournals
from:CBELifeSci Educ.June4,2012vol.11no.2113-120.
DeliberatePracticesteps(tips)1. Approach eachcriticaltaskwithanexplicitgoalofgetting
muchbetteratit.2. Asyoudothetask,focusonwhat'shappeningandwhy
you'redoingitthewayyouare.3. Afterthetask,getfeedbackonyourperformancefrom
multiplesources.Makechangesinyourbehaviorasnecessary.
4. Continually buildmentalmodelsofyoursituation- yourindustry,yourcompany,yourcareer.Enlargethemodelstoencompassmorefactors.
5. Dothosestepsregularly,notsporadically.Occasionalpracticedoesnotwork.
http://archive.fortune.com/magazines/fortune/fortune_archive/2006/10/30/8391794/index.htm
Examplesofintegratingmetacognitionintocourseactivities
• PairdiscussionafteraclickerQ
• Active-learningtasksand/orhomeworkassignments
• Preparationforquizzes/exams– Knowledgesurveys
• Reflectionafterhomework/quiz/exam– wrappers
PairdiscussionafteraclickerQprompts
• Sharehowyouthoughtaboutwhatthequestionswasasking
• Whatwasyourmainreasonforchoosingyouranswer,andwhatwerethemainreasonsyoudidnotchooseeachoftheotheranswers?
• Whatwasmostconfusingtoyouaboutthisquestion?
Active-learningtasksand/orhomeworkassignments
• Ask3questionsthatyouhadabuttheconceptsyouexploredinyourassignmentthatyoustillcannotanswer
• Describeatleast2ideasrelatedtothisassignmentthatyoufoundconfusing
• Howwasthewayyouapproachedcompletingthisassignmentdifferentcomparedwiththelasttimewehadanassignmentlikethis?
Preparationforquizzes/exams
• Howdoyouplanonpreparingfortheupcomingexam?Why?
• Whatresourcesareavailabletosupportyou?Howwillyoumakesuretousethese?
• Howdoesyourstrategyforexampreparationcomparewithatleast3colleaguesinyourclass/lab?Askthem.
StrategicResourceUseforLearning:ASelf-AdministeredInterventionThatGuidesSelf-ReflectiononEffectiveResourceUseEnhancesAcademicPerformance• PatriciaChenetal.,2017
StrategicResourceUseforLearningChecklistPleaseselecttheStats250resourcesthatyouthinkwillhelp
youprepareforExam2effectively.
Self-ReflectiononLearningScaleDifferentstudentshavedifferentapproachestothesameclass.Weare
interestedinhowyoupersonallyapproachedthisStats250class.Pleasetellushowoftenyouengagedinthefollowingbehaviorsinthisclass.
• 1.OneachassignmentIwasgiven,Icarefullyconsideredwhattheinstructorexpectedofmeasastudent.
• 2.Iactivelytriedtofindoutwhatwasexpectedofmetogetgoodgradesinthisclass.
• 3.AsIstudiedfortheclass,IkeptmonitoringwhetherornotthewayIwasstudyingwaseffective.
• 4.Iactivelyevaluatedhowwellcertainstudytechniqueswereworkingformeinthisclass.
• 5.WhenIwasstuckonaproblem,Ichangedmyapproachratherthancontinuingtoworkonitthesameway.
• 6.WheneverIgotstuckonaproblem,itwaseasyformetoswitchtoadifferentwayofthinkingabouttheproblem.
• 8.Aftereachexam,IthoughtabouthowmyperformanceinclasswasaresultofhowIhadbeendoingthings.
ExampleExcerptsfrom“WhyUseful”Open-EndedResponsesandStudents’Plans
• StudentA:Lecturenotes,pastHWproblems,practiceexamquestions:thesewillbehelpfulformebecauseIcanseethestepsnecessaryforcompletingaproblemandIcanpracticedoingtheproblemswithaguide(mylecturenotes)andfollowthestepsonthoseuntilIcandothemwithoutusingmylecturenotes/Yellowformulacard:IneedtobecomemorefamiliarwiththecardsoIknowwherecertainequationsarewhenIgettothetestIknowwhatequationsIneedforeachtypeofproblem/Discussions,privatetutoring:ThesewillhelpmetoverballytalkthroughmyproblemssothatIcanmakesureIknowwhatIamtalkingaboutwhenIdotheproblemsonmyown
Meta-Metacognition…onyourthinkingaboutyourthinkingduringthissession
• Whatwasmostintriguingtoyouabouttoday’stopic?
• Whatareyouthinkingaboutintermsofhowyoumightusethoseideas?
Howlearningworks
Componentsineachof7chapters• Contexts;twoshortscenarios• What’sgoingonineach?• Whatprinciplesoflearningareatwork?• Whatdoesresearchsayabouttheseprinciples?
– Subsections…• Implicationsofthatresearch• Whatstrategiesdoesresearchsuggest?
– Subsections…• Summary
Also8specificappendiceswithconcreterecommendations