tapping into students’ learning awareness learning how to learn a.k.ametacognition

Tapping into Students’ Learning Tapping into Students’ Learning

AwarenessAwareness LEARNING HOW TO LEARNLEARNING HOW TO LEARN

A.K.AA.K.AMetacognitionMetacognition

MetacognitionMetacognition

People’s knowledge of their own People’s knowledge of their own learning and cognitive processeslearning and cognitive processes

Regulation of learning processes to Regulation of learning processes to enhance learning and memoryenhance learning and memory

Basically: the more met cognitively Basically: the more met cognitively sophisticated-the greater potential sophisticated-the greater potential for learningfor learning

Metacognitive Knowledge and SkillsMetacognitive Knowledge and SkillsAware of one’s own learning and memory capabilities are, and of Aware of one’s own learning and memory capabilities are, and of what learning tasks can be accomplishedwhat learning tasks can be accomplished– You can’t do it all at once, learn to segment larger assignmentsYou can’t do it all at once, learn to segment larger assignments

Knowing which learning strategies are effective and which are notKnowing which learning strategies are effective and which are not– How How dodo you learn, what’s the best way to commit information to long- you learn, what’s the best way to commit information to long-

term memoryterm memory

Plan an approach to learning that is likely to be successfulPlan an approach to learning that is likely to be successful– Limit distractions, find your natural learning time of dayLimit distractions, find your natural learning time of day

Use effective learning strategiesUse effective learning strategies– Note taking, recording lectures, memorization, hands-on lab workNote taking, recording lectures, memorization, hands-on lab work

Monitor your present learning stateMonitor your present learning state– Take time to review and double-check what you have learnedTake time to review and double-check what you have learned– Find and address areas of weaknessFind and address areas of weakness

Know how to retrieve previously stored informationKnow how to retrieve previously stored information– Tie-in past knowledge to newly gained information Tie-in past knowledge to newly gained information – It’s all about associationIt’s all about association

Metacognition….Metacognition….

Still confused?Still confused?It’s all aboutIt’s all about

thinking aboutthinking about

thinkingthinking

So just how should the students So just how should the students think about thinking?think about thinking?

say in reading?say in reading?

Clarify the purpose for reading somethingClarify the purpose for reading something– Ask yourself, “why do I hope to learn from this text passage?”Ask yourself, “why do I hope to learn from this text passage?”

then stop talking to yourselfthen stop talking to yourself

Determine what is most important and focus on thatDetermine what is most important and focus on that– You only have so much time, get the facts, the big factsYou only have so much time, get the facts, the big facts

Bring your prior knowledge into play, and associate possible examples of Bring your prior knowledge into play, and associate possible examples of the ideas presentedthe ideas presented

– If you’re reading about Roman history, imagine how you would have made the If you’re reading about Roman history, imagine how you would have made the decisions to invade and conquer the world, what would you have done decisions to invade and conquer the world, what would you have done differently?differently?

Ask for clarification on ambiguous or unknown words or points of interestAsk for clarification on ambiguous or unknown words or points of interest– If you don’t know it, don’t skip it; write it down and look it upIf you don’t know it, don’t skip it; write it down and look it up

Critically evaluate what you read, then stop…check for consistency, Critically evaluate what you read, then stop…check for consistency, review, and move onreview, and move on

Metacognitive thinking requiresMetacognitive thinking requires

-FOCUS--FOCUS-If you get distracted, STOP, reorganize or take a breakIf you get distracted, STOP, reorganize or take a break

Don’t try fooling yourself, you can’t trick the mind past exhaustionDon’t try fooling yourself, you can’t trick the mind past exhaustion

Better to learn it right once slowly then quickly learn it wrong over Better to learn it right once slowly then quickly learn it wrong over and over againand over again

Self-Regulated LearningSelf-Regulated Learning

The process of setting standards and The process of setting standards and goals for personal successgoals for personal success– Setting personal goalsSetting personal goals– Controlling motivationControlling motivation– Handling emotionHandling emotion

The process of self-regulated learningThe process of self-regulated learning1.1. Goal setting: identify, from the start, a desired end result for the Goal setting: identify, from the start, a desired end result for the

learning activity. learning activity.

Know what you want to accomplishKnow what you want to accomplish

2.2. Planning: determine how best to use the available timePlanning: determine how best to use the available time

Plan ahead!Plan ahead!

3.3. Self-motivation: maintaining intrinsic motivation to complete the Self-motivation: maintaining intrinsic motivation to complete the tasktask

It takes a variety of strategies to stay on task, use several It takes a variety of strategies to stay on task, use several learning tools, don’t just stick to onelearning tools, don’t just stick to one

4.4. Attention Control: give the task at hand your full attentionAttention Control: give the task at hand your full attention

Focus, clear your mind of distracting thoughtsFocus, clear your mind of distracting thoughts

Tune out the staticTune out the static

The process of self-regulated learning continuedThe process of self-regulated learning continued

5.5. Application of learning strategies: select the appropriate Application of learning strategies: select the appropriate approach to the type of learning to be committedapproach to the type of learning to be committed

Passively reading about model trains doesn’t need the same level Passively reading about model trains doesn’t need the same level as reading up on heart surgery -especially if you’re a doctor. as reading up on heart surgery -especially if you’re a doctor.

6.6. Self-monitoring: Creating check points to see whether any Self-monitoring: Creating check points to see whether any progress is being madeprogress is being made

Modification midway through the goal is OK, if you’re on the Modification midway through the goal is OK, if you’re on the wrong track, change itwrong track, change it

7.7. Self-evaluation: assess the final outcome of one’s effortsSelf-evaluation: assess the final outcome of one’s efforts

““Is what I have learned sufficient for the goals I have set?”Is what I have learned sufficient for the goals I have set?”

““Do I need more, or have can I streamline with less?”Do I need more, or have can I streamline with less?”

8.8. Self-Reflection: Was all this work successful, have you satisfied Self-Reflection: Was all this work successful, have you satisfied the goal, were there any areas of concern, how efficient was the the goal, were there any areas of concern, how efficient was the process?process?

Effective Learning and Study StrategiesEffective Learning and Study Strategies

So what’s a So what’s a StrategyStrategy??– A strategy is the intentional use of one A strategy is the intentional use of one

or more cognitive processes to or more cognitive processes to accomplish a particular learning task…accomplish a particular learning task…

– In other words: knowing that in order to In other words: knowing that in order to be effective you’re going to have to be effective you’re going to have to apply some of learning tools apply some of learning tools

– You can’t just “wing it”You can’t just “wing it”

In order for learning to be meaningful In order for learning to be meaningful you’re going to have to getyou’re going to have to get

-TACTICAL!--TACTICAL!-

Learning strategies Learning strategies are more are more general/overall strategies of accomplishing a general/overall strategies of accomplishing a goal. goal.

Example: building a skyscraper requires planning to hire a Example: building a skyscraper requires planning to hire a architect to design a model (you’re going to need to know architect to design a model (you’re going to need to know what to build)what to build)

Tactical learning Tactical learning involves specific involves specific tangible acts tangible acts

-actually putting on a hardhat and stamping rivets-actually putting on a hardhat and stamping rivets

Tactical TechniquesTactical Techniques

Meaningful LearningMeaningful Learning– Relating new material to knowledge Relating new material to knowledge

already stored in long-term memoryalready stored in long-term memory

ElaborationElaboration– The process of using prior knowledge to The process of using prior knowledge to

interpretinterpret and and expandexpand on new material on new material

Both techniques work hand-in-hand with Both techniques work hand-in-hand with each othereach other

Organization is KeyOrganization is KeyOrganization is more than simply listing unrelated factsOrganization is more than simply listing unrelated facts

Organization needs Organization needs

-Structure--Structure-

Organization techniquesOrganization techniques

Start simple:Start simple:

outlinesoutlines are a great way to chronologically are a great way to chronologically

order a series of events.order a series of events.

great for lectures and textbook readingsgreat for lectures and textbook readings

However-if you can function without an outline, don’t botherHowever-if you can function without an outline, don’t bother

some people do perfectly well without themsome people do perfectly well without them

Organization continued.Organization continued.

Graphic representations:Graphic representations:

MapsMaps

Flow ChartsFlow Charts

Pie ChartsPie Charts

MatrixMatrix

Visual learning=great tacticVisual learning=great tactic

0

20

40

60

80

100

1st Qtr 2ndQtr

3rd Qtr 4th Qtr

East

North

Note Taking:Note Taking: encoding of material encoding of materialcombines visual and verbal learning skillscombines visual and verbal learning skills

It’s-za’fact:It’s-za’fact: Students who take notes -but didn’t review- Students who take notes -but didn’t review- still remember more!still remember more!

Effective Note taking depends on:Effective Note taking depends on:consistency with overall goal consistency with overall goal summarize main ideassummarize main ideasclear understanding to studentclear understanding to studentinclude details that support the ideasinclude details that support the ideas

Great notesGreat notes include student include student elaborations of material –elaborations of material –youryour thoughtsthoughts

Organization continued.Organization continued.

Identify Important InformationIdentify Important InformationStudents encounter more information than can be stored in Students encounter more information than can be stored in

long-term memorylong-term memory

““Too much information about nothing, too much educational Too much information about nothing, too much educational rap,” -Bob Dylan.rap,” -Bob Dylan.

FilterFilter the necessary from the unnecessary, the the necessary from the unnecessary, the

important details from the trivialimportant details from the trivial

UnderlineUnderline________________ useful information________________ useful information

HighlightHighlight the facts, but don’t overdo it. the facts, but don’t overdo it.

-it’s a highlighter not a paint roller-it’s a highlighter not a paint roller

SummarizingSummarizingSummarize: condense and integrateSummarize: condense and integrate

Identify super and subordinate ideasIdentify super and subordinate ideas

Delete trivial and redundant informationDelete trivial and redundant information

Find supporting information for each main ideaFind supporting information for each main idea

Identify a topic sentence for each paragraph or Identify a topic sentence for each paragraph or sectionsection

Summarizing ultimately helps to student learn and Summarizing ultimately helps to student learn and remember classroom material more effectivelyremember classroom material more effectively

Comprehension MonitoringComprehension MonitoringEffective learners periodically check to be sure they are Effective learners periodically check to be sure they are

understanding and remembering what they hear in class and read understanding and remembering what they hear in class and read in a textbook –and reread or ask questions when they encounter in a textbook –and reread or ask questions when they encounter difficultydifficulty

In other words:In other words: check to be sure you have a strong footing check to be sure you have a strong footing before you jump onto new information.before you jump onto new information.

Ask questions, critically review the material Ask questions, critically review the material beforebefore you move onto you move onto more challenging concepts/ideasmore challenging concepts/ideas

DANGER: If you think you have know something but actually DANGER: If you think you have know something but actually misunderstand the message you have an:misunderstand the message you have an:

-Illusion of knowing--Illusion of knowing-

Illusion of KnowingIllusion of KnowingWhen students think they know class material, they are less When students think they know class material, they are less

likely to study itlikely to study it

Students who have the illusion of knowing will stop studying Students who have the illusion of knowing will stop studying prematurelyprematurely

To combat I-of-KTo combat I-of-K-Draw pictures or diagrams of material studied -Draw pictures or diagrams of material studied

-Formulate questions before a lesson or reading assignment-Formulate questions before a lesson or reading assignment

--Self-questioningSelf-questioning: who, what, when…: who, what, when…

-Test your confidence in the material-Test your confidence in the material

short quiz, flash cards, matching, and ol’ short quiz, flash cards, matching, and ol’ memorizationmemorization

So why don’t students always use So why don’t students always use effective strategieseffective strategies

Uninformed/misinformed about effective strategiesUninformed/misinformed about effective strategiesEpistemological (what we Epistemological (what we thinkthink knowledge is) beliefs that knowledge is) beliefs that tend to underestimate or misrepresent a learning tasktend to underestimate or misrepresent a learning taskMistakenly believe they already are effective strategists Mistakenly believe they already are effective strategists Little relevant prior knowledge to draw uponLittle relevant prior knowledge to draw uponAssigned learning tasks that do not lead to sophisticated Assigned learning tasks that do not lead to sophisticated strategiesstrategiesGoals are inconsistent with effective learningGoals are inconsistent with effective learningAssume sophisticated learning strategies require too much Assume sophisticated learning strategies require too much effort to make them worthwhileeffort to make them worthwhileLow self-efficiency about their ability to learn in an Low self-efficiency about their ability to learn in an academic settingacademic setting

Promoting Effective Learning and Study StrategiesPromoting Effective Learning and Study Strategies

Students learn strategies more effectively when those Students learn strategies more effectively when those strategies are taught within the context of the specific strategies are taught within the context of the specific subject domains and actual academic learning taskssubject domains and actual academic learning tasks– The teacher should suggest/instruct/provide questions to the The teacher should suggest/instruct/provide questions to the

class in various ways or effective learningclass in various ways or effective learning

Students can use sophisticated learning strategies only Students can use sophisticated learning strategies only when they have a knowledge base to which they can relate when they have a knowledge base to which they can relate new materialnew material– Engage the students in drawing inferences and clarifying Engage the students in drawing inferences and clarifying

ambiguitiesambiguities

Students should learn a wide variety of strategies, as well Students should learn a wide variety of strategies, as well as the situations in which each one is appropriateas the situations in which each one is appropriate– ““different strokes for different folks,” what works well for one different strokes for different folks,” what works well for one

person/situation may not be an across-the-board solutionperson/situation may not be an across-the-board solution

Effective strategies should be practiced with a variety of Effective strategies should be practiced with a variety of tasks –on an ongoing basistasks –on an ongoing basis– Learn to apply to strategy to many different tasks over a Learn to apply to strategy to many different tasks over a

period of timeperiod of time


Strategy instruction should include covert as well as overt Strategy instruction should include covert as well as overt strategiesstrategies– The immediate mastery of studying book-work should carry on into The immediate mastery of studying book-work should carry on into

more advanced lifelong learningmore advanced lifelong learning

Teachers can model effective strategies by thinking aloud about Teachers can model effective strategies by thinking aloud about new materialnew material– Use clever and interesting correlations to help the students associate Use clever and interesting correlations to help the students associate

learning to memorable referenceslearning to memorable references

Teachers should scaffold students’ initial attempts at using new Teachers should scaffold students’ initial attempts at using new strategies, gradually phasing out the scaffolding as students strategies, gradually phasing out the scaffolding as students become more proficientbecome more proficient– A.K.A.-when the time comes take off the training wheels A.K.A.-when the time comes take off the training wheels

Students can often learn effective strategies by working Students can often learn effective strategies by working cooperatively with their classmatescooperatively with their classmates– Two brains are better than oneTwo brains are better than one

Students must understand why the study skills they are being Students must understand why the study skills they are being taught are helpfultaught are helpful– You need to see the value; why go to the extra effort to learn You need to see the value; why go to the extra effort to learn

something new if it has no applicable valuesomething new if it has no applicable value


Students should have epistemological beliefs that are Students should have epistemological beliefs that are consistent with effective strategiesconsistent with effective strategies– Students needs a little push, or rather feel the need to Students needs a little push, or rather feel the need to applyapply

the study skills (epistemic doubt)…a good thingthe study skills (epistemic doubt)…a good thing

Students should develop mechanisms for monitoring and Students should develop mechanisms for monitoring and evaluating their own learningevaluating their own learning– Set specific goalsSet specific goals– Keep ongoing records of performanceKeep ongoing records of performance– Provide criteria to judge performanceProvide criteria to judge performance– Delay feedback to first allow student introspectionDelay feedback to first allow student introspection– Encourage and reinforceEncourage and reinforce

Students must believe that, with sufficient effort and Students must believe that, with sufficient effort and appropriate strategies, they can learn and understand appropriate strategies, they can learn and understand challenging materialchallenging material– I think I can…I think I can…I think I can…I think I can…I think I can…I think I can…

Works CitedWorks CitedOrmrod, J. (2004). Chapter 7 Social

Cognitive Theory. Human Learning 4th ed. New Jersey. Pearson Merrill Prentice Hall.