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Coaching Metacognition

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Pilot experiment courses at the University of Nebraska-Lincoln, embedding "Coaching Metacognition" and "Web Literacy" into main core subject-content curriculum as "Hidden Curricula", using …

Pilot experiment courses at the University of Nebraska-Lincoln, embedding "Coaching Metacognition" and "Web Literacy" into main core subject-content curriculum as "Hidden Curricula", using Connectivist Open Online Learning (COOL) technology tools and techniques.
Presentation at the 2014 Online & Blended Colloquium by Roz Hussin, Bill Lopez, and Jane Hanson, on April 14, 2014.

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  • 1. 1 2 3 4 WHAT is COACHING? Types of instruction WHY do we need to coach METACOGNITION? HOW can we coach METACOGNITION effectively? Intentional Hidden Curricula Web Literacy Standards, Skills, and Competencies Showcase UNL Blended courses TEAC307 ENGL322 Resources Link to Roz Hussin folder https://drive.google.co m/folderview?id=0B65 XgVipBfIFVDhUOExpejI yLUU&usp=sharing Link to main colloquium folder https://drive.google.co m/folderview?id=0B65 XgVipBfIFN3FzdWNlazh OU00&usp=sharing Cycle of Self-Directed Learning Assess task, Evaluate strengths/weaknesses Plan execution/outcome Apply strategies Monitor performance Reflect, Respond and Reiterate
  • 2. Blended & Online Learning Colloquium 2014: Supporting Research-Based Instructional Strategies with Technology Organized by the Office of Online & Distance Education, University of Nebraska–Lincoln April 14, 2014 at the Jackie Gaughan Multicultural Center, UNL City Campus Research-based technology supported teaching and learning in online and blended courses at UNL in the area of Coaching Metacognition Presented by Roz Hussin, Bill Lopez, Jane Hanson http://go.unl.edu/colloquium2014rozhussin The University of Nebraska-Lincoln is an equal opportunity educator and employer with a comprehensive plan for diversity.
  • 3. 1 2 3 4 WHAT is COACHING? Types of instruction
  • 4. Types of instruction teaching training mentoring monitoring coaching
  • 5. ching Arranging conditions to bring about learning as planned; changing the frequency of actions on a relatively permanent basis given a set of conditions. (Eshleman, 2001) definition te
  • 6. Refers to the acquisition of knowledge, skills, and attitudes as a result of the teaching of vocational or practical skills and knowledge that relates to specific useful skills. (Wikipedia, 2006) definition training
  • 7. A form of teaching that includes walking alongside the person you are teaching and inviting him or her to learn from your example. Informal relationships develop naturally between mentor and mentee, while formal mentoring refers to assigned relationships, often associated with organizational programs. (Wikipedia, 2006) ringment definition
  • 8. Encompasses supervising, observing, and testing activities and appropriately reporting to responsible individuals; Providing an ongoing verification of progress toward achievement of objectives and goals; A frequent or continuous process of checking that codes are consistently being complied with. (CCC, 2005) definition m ringnit
  • 9. http://decouplingblog.com/2009/07/chris-browns-apology-video-step-one-of-a-long-hard-road/ Coaching is a holistic developmental strategy that enables people to meet their goals for improved performance, growth or career enhancement chingc definition
  • 10. Sophisticated form of teaching which awareness the learner‟s achingc
  • 11. engagement venturing fearlessly into sensitive & dangerous subjects achingc
  • 12. systemic achingc Focuses on improving the effectiveness and survivability of a human system: usually a couple, group, family, team or community. A systemic coach assesses a system's functioning (systemic diagnosis) and goals (systemic goalwork) and coaches the members to develop an interactive coaching plan to achieve both individual and systemic goals. This begins with dissolving barriers between system members to enable resourceful communication on all aspects of the system. (Wikipedia, 2006)
  • 13. (Vygotsky, 1978) Jigsaw Method Relay Method J.I.T.Method (Just-In-Time) SocialLearning
  • 14. 1 2 3 4 WHY do we need to coach METACOGNITION?
  • 15. Metacognition: thinking about thinking one of the highest levels of learning ability to examine one's own thinking processes and strategies; to consciously reflect and act on the resulting metacognitive knowledge to modify those processes and strategies; a metacognitive learner is in control of his learning process and his future learning. (Flavell,1976) metacognition achingc (Hussin & Kim,2013) https://drive.google.com/folderview?id=0B65XgVipBfIFX1AzZkN0NktRa1U&usp=sharing
  • 16. …metacognitive… skills and habits must be taught and reinforced through thoughtful instruction… (it does) not necessarily develop on its own… instructors play a critical role… Resource: pp. 188-216 (Ambrose et al, 2010) Chapter 7 How do students become self-directed learners? https://www.dropbox.com/s/y6qgp5zv6agcuil/07-Self-Directed-Learners.pdf “ ”
  • 17. Isaac Newton ” “An object at rest will remain at rest acted upon outside force unless by an
  • 18. 1 2 3 4 HOW can we coach METACOGNITION effectively?
  • 19. (Vygotsky, 1978) ZPDZone of Proximal Development
  • 20. Give a man a fish and he will eat for a day. Teach him how to fish and he will eat for a lifetime. (Lao Tzu, circa 600 BC) …But show him how to sell fish and he will eat steak. (unknown) “ ” Self-Determined Learning Self-Directed Learning Engaged Learning http://go.unl.edu/snt2 http://go.unl.edu/59kk
  • 21. Hase, S., & Keynton, C. (2001). From Andragogy to Heutagogy. Southern Cross University. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html Garnett, F. (2013, March). The PAH Continuum: Pedagogy, Andragogy & Heutagogy. Heutagogy Community of Practice. Retrieved from http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/ Knowles, M. (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York. Andragogy Pedagogy Heutagogy (Self-Determined Learning) (Self-Directed Learning) (Engaged Learning)
  • 22. T e c h n o l o g y B a s e d L e a r n i n g E n v i r o n m e n t ( T e B L E ) taskexecution i n t e r p e r s o n a l r e l a t i o n s h i p person A as instructor Barriers Aptitude, attitude, hierarchy, personality, age, race, religion person B as learner giving instruction receiving learning On-Job performance by learner Learningoutput T e B L E c o m m u n i c a t i o n ASK4HeLP intervention ASK4HeLP(Hussin, 2004) Acquisition of Skills and Knowledge for Humanistic e-Learning Protocols
  • 23. smosislearningWhen immersed in a saturated context, absorption naturally occurs (Dutrochet,1847) When immersed in a context which is saturated with learning opportunities, learners instinctively “absorb” to equalize their level of “lacking knowledge” to that of “higher knowledge” (Hussin, 2004) Rhizomatic learning (Cormier, 2008)
  • 24. Connectivism Community as Curriculum Siemens proposed a new Connectivist “learning theory” (Siemens, 2005) ● Stephen Downes and George Siemens offered first Massive Open Online Courses (MOOCs) in 2008 (Parry, 2010) ● First viral MOOC in 2011 by Sebastian Thrun and Peter Norvig recorded 160,000 students (Leckart, 2012) ● New York Times declared 2012 “The Year of the MOOC” (Pappano, 2012) ”“ Cormier, D. (2013). Making the community the curriculum - Rhizomatic Learning in action. PressBooks.com. Retrieved from http://davecormier.pressbooks.com/ Downes, S. (2008, October 9). Connectivism and its Critics: What Connectivism Is Not ~ Stephen’s Web. Retrieved from http://www.downes.ca/post/53657 Leckart. (2012, March 20). The Stanford Education Experiment Could Change Higher Learning Forever. Wired Science. Retrieved August 20, 2013, from http://www.wired.com/wiredscience/2012/03/ff_aiclass/ Parry. (2010, August 29). Online, Bigger Classes May Be Better Classes. The Chronicle of Higher Education. Retrieved August 20, 2013, from http://chronicle.com/article/Open-Teaching-When-the/124170 Siemens, G. (2005, January). Connectivism: A Learning Theory for the Digital Age. Retrieved July 4, 2013, from http://www.itdl.org/journal/jan_05/article01.htm Pappano. (2012, November 2). The Year of the MOOC. NY Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid- pace.html?pagewanted=all&_r=0 Rhizomatic learning (Cormier, 2008)
  • 25. Apprenticeship Model applied in context of Rhizomatic Learning and Community as Curriculum (Cormier, 2008)
  • 26. Roz Hussin Instructional Design Technology Specialist, Office of Online & Distance Education (ODE), University of Nebraska-Lincoln (UNL), USA Allison Hunt Learning & Collaborative Technologies Support Specialist Information Technology Systems (ITS), UNL Tiered E-portfolio Apprenticeship Model Nebraska Distance Learning Association NDLA Spring Conference March 6-7, 2014 Holiday Inn Hotel, Lincoln, Nebraska Stefan Schmid Educational Technologist and Coordinator Management Studies, Akademie Bayern, Germany
  • 27. Designing a new online Undergraduate Course Apprenticeship credit hours via independent study blended Graduate Course Internship credit tuition remission Pilot involved four-way collaboration between the faculty of a graduate course, a graduate student, the faculty of an undergraduate course, and an instructional designer. The outcomes included a ready- to-deploy online course design, employment-ready eportfolio and blended professional development on-job training for the various stakeholders. Tiered E-portfolio Apprenticeship Model
  • 28. 1 2 3 4 Intentional Hidden Curricula
  • 29. Online G+ discussion on Hidden Curricula - http://go.unl.edu/hiddencurricula Overt (written) curriculum (Olivia, 1997) - intentional instructional agenda of formal instruction Hidden curriculum (Snyder, 1970) – unintended transmission of norms, values, and beliefs conveyed in the classroom and the social environment Null curriculum (Eisner, 1985, 1994) - physically impossible to teach everything, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written) curriculum Societal curriculum (Cortes, 1981) - socializing forces that "educate" all of us throughout our lives Concomitant curriculum (Wilson, 2004) - molded behaviors sanctioned by family, church or other social experiences Rhetorical curriculum (Wilson, 2004) - resulting from decisions based on national reports, ideas by policymakers or professionals responsible for concept formation Phantom curriculum (Wilson, 2004) - enculturation of predominant meta-culture through media exposure Internal curriculum (Wilson, 2004) - Processes, content, knowledge, experiences and realities of the learner to create new knowledge, unique to each student
  • 30. Hidden Hidden Hidden Hidden Hidden Online G+ discussion on Hidden Curricula - http://go.unl.edu/hiddencurricula Overt (written)curriculum (Olivia, 1997) - intentional planned instructional agenda of formal instruction Hiddencurriculum (Snyder, 1970) – unintended transmission of norms, values, and beliefs conveyed in the classroom and the social environment Earlier experimentation with purposeful Hidden Curricula: Using Technology to Deliver Hidden Curricula: Reflections from Action-Researchers on Nurturing Learner Readiness (Salleh & Hussin, 2006) Case studies on Learner Readiness and Prior Knowledge Schema: Are we ready to "desire"? Or is free will an alien schema in the local context? (Hussin & Raja, 2006) Building Academic Systems of Instruction for Constructive Sustainability in Corporate Social Responsibility in Southeast Asia: “BASICS” in CSR (Hussin, Bustami & Nasruddin, 2007) Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum Overt(written) curriculum
  • 31. 1 2 3 4 Web Literacy Standards, Skills, and Competencies
  • 32. Reading wRiting aRithmetic John Timbs. (1825). The three R’s – Reading Writing and Rithmetic: Speech by Sir William Curtis (1795) at a school dinner. The Mirror of Literature, Amusement, and Instruction, Volume 5. Retrieved from http://books.google.com/books?id=tBc4AAAAYAAJ&pg=PA75&dq=%22reading,+writing+and+%27rithmetic%22&lr=&as_drrb_is=b&as_minm_is=1&as_miny_is=1000&as_maxm_is=1&as_maxy_is=1850&as_brr=4&ei =IbHzSqLMKZXokATMprHKBQ#v=onepage&q=%22reading%2C%20writing%20and%20%27rithmetic%22&f=false by Sir William Curtis (1795) 3R‟s
  • 33. Respond(in context) Reach(out to others) Reiterate(to improve) Reflect(on learning) Research(for content) 5R‟s Cultivating Core Connectivist Competencies Hussin, R., & Kim, P. (2013). Workshop on Open Ongoing Connectivist MOOCS. Retrieved July 30, 2013, from http://shell.venture-lab.org/wooc
  • 34. Student Link to Mozilla Web Literacy Standards https://wiki.mozilla.org/Webmaker/WebLiteracyMap
  • 35. Overt (written)curriculum Course subject matter content: Teaching Social Studies Linguistics and Society Hiddencurriculum Embedded competencies: Metacognition Web Literacy
  • 36. Google Drive Create: Folder Document Presentation Spreadsheet Form Drawing VideoNotes popup menu
  • 37. Using Google Apps as a Free LMS 2,638 members https://plus.google.com/u/0/communities/110147344160609001644 Google+ Help 206,845 members https://plus.google.com/u/0/communities/115758385206378551362 Google Apps for Education 32,225 members https://plus.google.com/u/0/communities/101802680117484972712 Open Online Experience 123 members https://plus.google.com/u/0/communities/102207059956192791361
  • 38. 1 2 3 4 Showcase UNL Blended courses TEAC307 ENGL322
  • 39. Teaching Social Studies - TEAC307sp2014 78 members https://plus.google.com/u/0/communities/115045200809735018977 Dr Bill Lopez @ Dr B-Lo
  • 40. Linguistics and Society - ENGL322B 53 members https://plus.google.com/u/0/communities/100974237758284649606 Dr Jane Hanson
  • 41. 2 3 41 Cycle of Self-Directed Learning
  • 42. Hase, S., & Keynton, C. (2001). From Andragogy to Heutagogy. Southern Cross University. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html Garnett, F. (2013, March). The PAH Continuum: Pedagogy, Andragogy & Heutagogy. Heutagogy Community of Practice. Retrieved from http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/ Knowles, M. (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York. Andragogy Pedagogy Heutagogy (Self-Determined Learning) (Self-Directed Learning) (Engaged Learning)
  • 43. Students’ beliefs about intelligence and learning EVALUATE strengths and weaknesses PLAN APPLY strategies MONITOR performance REFLECT and adjust if needed ASSESS the task Cycle of Self-Directed Learning Resource: pp. 188-216 (Ambrose et al, 2010) Chapter 7 How do students become self-directed learners? https://www.dropbox.com/s/y6qgp5zv6agcuil/07-Self-Directed-Learners.pdf
  • 44. …metacognitive… skills and habits must be taught and reinforced through thoughtful instruction… (it does) not necessarily develop on its own… instructors play a critical role… Resource: pp. 188-216 (Ambrose et al, 2010) Chapter 7 How do students become self-directed learners? https://www.dropbox.com/s/y6qgp5zv6agcuil/07-Self-Directed-Learners.pdf “ ”
  • 45. Recommended Strategies Implemented Pedagogy and Technology Tools Check students‟ understanding of the task blogging culture on G+ Opportunities for self-assessment blogging culture on G+ Prompt student self-analysis blogging culture on G+ Modeling (Bandura, 1977) blogging culture on G+, leadership by example Performance based assessment early on chunked small series of activities using iBook widgets Design activities requiring reflection chunked small series of activities using iBook widgets Guided self-assessments clearly defined activities Students implement template plan clearly defined activities and suggested implementation tools Scaffolding (Bruner, 1978) clearly defined activities and suggested implementation tools Peer review discussion culture on G+ Planning is central goal of assignment Google Calendar, Google Docs, G+ discussions Reflect and annotate own work Google Docs, Mozilla Popcorn video editor Present multiple strategies open ended and suggested implementation tools Address and broaden existing beliefs on learning prompting G+ comments, open sharing blogging on G+ Explicit instructions, criteria, expectations rubrics Heuristics for self correction rubrics, prompting through G+ comments Focus on strategizing rather than implementation rubrics, prompting through G+ comments Help formulate realistic expectations and overcome obstacles rubrics, prompting through G+ comments Students create own plan small group collaboration using Google Docs
  • 46. 2 3 41 Assess task, Evaluate strengths/weaknesses Plan execution/outcome
  • 47. Blackboard link to iBook
  • 48. Blackboard link to iBook
  • 49. Blackboard link to iBook http://bookry.com/book/dr_blo/tssec-what-is-history-ch-1-and-2/
  • 50. Short-term memory can only hold ±7 chunks of information. George Miller (1956) Cognitive Psychologist “ ”
  • 51. Activity chunking and scaffoldi ng
  • 52. Learning activities: •Timed in-class •Self-timed at home •Asynchronous online •Synchronous online and/or F2F
  • 53. Coordinated hashtag # coding G+ search system #act221
  • 54. https://plus.google.com/u/0/communities/115045200809735018977/stream/30ec1e94-4791-47e2-ad25-f114dc0b1dca Hashtag # coding G+ search system
  • 55. Hashtag# coding G+ search system
  • 56. 2 3 41 Apply strategies Monitor performance
  • 57. Article on “deep dive” learning: „Binge Learning‟ is Online Education‟s Killer App (Eli Dourado, March 6, 2013) http://theumlaut.com/2013/03/06/binge-learning-is-online- educations-killer-app/ Discussion on immersion learning: I‟m a twittering twit of a twitter… I am determined to learn this thing called twitter (Hussin, October 3, 2013 - ongoing) https://plus.google.com/117219403239374562288/ posts/MzjteU1P6hN http://i12lol.wordpress.com/2013/10/03/im-a- twittering-twit-of-a-twitter/
  • 58. Reflect and annotate own work Example Open Tool – Mozilla Popcorn Maker Insert text, images, or other widgets as overlay on top of a YouTube Video
  • 59. Varying types of self-directed activities – multiple choice, video review, text input
  • 60. Uploaded iPhone photo of “traditional” 3-ring binder college ruled hand-written sheet and images in Google Photo Album Learner Differences, Learning Styles, Varying Technology Competency Levels Uploaded softcopy of “traditional” Word Processing document and images in Google Photo Album Online “cloud” Google Document in table format and images in Google Photo Album Online “cloud” Google document in table format with integrated embedded text and images Technology competency comfort level
  • 61. 2 3 41 Reflect, Respond and Reiterate
  • 62. Legend: CI Class instructor WC Whole class IW Individual work GW Group work & link to Whole class wiki NG Blackboard wiki tool allows version-grading & layered-grading G1 Group 1 G2 Group 2 G3 Group 3 G4 Group 4 1 instructor feedback to class 2 instructor feedback to group 3 instructor feedback to individual 4 individual peer to peer feedback 5 group peer to peer feedback 6 whole class peer to peer feedback CI G1 G4 G2 G3 WC 1 2 3 4 5 6 Connectivism
  • 63. Student post in G+ Assignment on March 20, 2014 Comments from classmates https://plus.google.com/117298516962419493450/posts/CsWBcBc2Qqh
  • 64. Link to blog – assignment Self- assessment, reflec tion and metacognition http://abilunas.wordpress.com/2014/03/21/social-justice-and-sustainability/
  • 65. https://docs.google.com/document/d/1w45oI3dGKo6ibddQUVeMvQSCYoy1tHBJN5Tm4GwmrhQ/edit Motivating and scaffolding hands-on spontaneous learning online synchronous real-time collaboration
  • 66. Grading Rubric
  • 67. https://plus.google.com/117219403239374562288/posts/91HC6TQe388 Link to Gdrive spreadsheet grade – peer to peer
  • 68. https://drive.google.com/folderview?id=0B65XgVipBfIFeVZNQ1RlU2VzbzQ&usp=sharing BB grade center – instructor to student Gdrive spreadsheet grade – peer to peer
  • 69. 1 2 3 4 WHAT is COACHING? Types of instruction WHY do we need to coach METACOGNITION? HOW can we coach METACOGNITION effectively? Intentional Hidden Curricula Web Literacy Standards, Skills, and Competencies Showcase UNL Blended courses TEAC307 ENGL322 Resources Link to Roz Hussin folder https://drive.google.co m/folderview?id=0B65 XgVipBfIFVDhUOExpejI yLUU&usp=sharing Link to main colloquium folder https://drive.google.co m/folderview?id=0B65 XgVipBfIFN3FzdWNlazh OU00&usp=sharing Cycle of Self-Directed Learning Assess task, Evaluate strengths/weaknesses Plan execution/outcome Apply strategies Monitor performance Reflect, Respond and Reiterate
  • 70. Blended & Online Learning Colloquium 2014: Supporting Research-Based Instructional Strategies with Technology Organized by the Office of Online & Distance Education, University of Nebraska–Lincoln April 14, 2014 at the Jackie Gaughan Multicultural Center, UNL City Campus Research-based technology supported teaching and learning in online and blended courses at UNL in the area of Coaching Metacognition Presented by Roz Hussin, Bill Lopez, Jane Hanson http://go.unl.edu/colloquium2014rozhussin Roz Hussin rozhussin@unl.edu (402) 472-5464 http://online.unl.edu/ The University of Nebraska-Lincoln is an equal opportunity educator and employer with a comprehensive plan for diversity.

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