Metacognition
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The document discusses metacognition and teaching students to learn. It provides strategies for planning, monitoring, and evaluating learning. It suggests teaching students to set goals, think aloud, identify ways to grow learning skills, acknowledge confusion, select and adapt practices, and incorporate reflection. Key components of metacognition include reflection and learning, gathering data, reflecting, creating, and testing. Teachers can provide orienting tasks to guide reading and study, use graphical organizers, rubrics, and wrappers to help students monitor and direct their own learning. The overall goal is to help students develop a growth mindset and self-regulation of their learning.
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Metacognition
- 1. Metacognition: Learning to Learn Ilene D. Alexander, Center for Educational Innovation Jennifer Englund, Academic Technology Support Services
- 2. Plan • Teach students to set and plan to meet goals. • Model by thinking aloud in front of students Monitor • Teach students to identify ways to grow learning. • Acknowledge confusion as part of learning. Evaluate • Teach students to select/adapt new practices. • Incorporate reflection into course work. Key Components
- 3. Reflection & Learning Gather Data Reflect Create Test
- 4. Metacognition is…deep learning Provide students with orienting tasks to guide their reading Chew (2010), Images: Mindmap, Between How does this concept relate to other concepts? What are the differences between this concept and other concepts?
- 5. Metacognition is…deep learning Provide students with orienting tasks to guide their study Chew (2010), Stanger-Hall (2012), Images: Self Reflection, Thinking How does this concept relate to my own experience? How can I apply what I learned for the upcoming exam? For the class discussion?
- 6. Metacognition is…deep learning How do orienting tasks and deep learning aid in metacognition? Hyde & Jenkins (1973); McCabe (2014) Orienting tasks Deep learning Mastery
- 7. Metacognition: Growing a Learning Mindset It is essential to …note that the growth mindset better reflects what neuroscientists and cognitive psychologists tell us about our brains and our capacities for growth and learning: We can improve our intelligence through hard work and effort, and we can make ourselves smarter. (Lang)
- 8. (Dweck)
- 9. Image from Ambrose et al. (2010) How Learning Works; markers are for time engaged in activity.
- 10. Planning as part of the assignment Create Schedules and Timelines (3 points) Include a separate page that outlines a tentative plan of future meeting dates to complete the project. You may go beyond simply listing assignment deadlines and include broad ideas of what you may be working on at those meetings to prepare for the work.
- 11. Monitoring via Graphical Organizers • What have I learned? Cognitive, affective, strategic? • How will I plan/monitor difficulties, and find/evaluate resources? • What I Want to know - linked to audience, task, and purpose • Questions that reflect what I currently know (assume to know, and believe). Know Want LearnHow
- 12. Evaluating via Rubrics and… Revision Memo or Designer Statement – to accompany Drafts and Revisions
- 13. Metacognition is…self-regulation Provide students with opportunities to practice self-monitoring strategies Lovett (2008), Ormand (2016) Exam format Impact of other commitments on study time Beliefs about learning plan evaluatemonitor
- 14. Metacognition is…self-regulation Wrappers 5 to 10 minute activity that surround an existing assignment Ormand (2016), Poorman, (2016) Homework wrappers Exam wrappers Lecture wrappers Paper revision wrappers Lab wrappers
- 15. Returning to the Big Picture Students learn to monitor and direct their own progress, asking questions such as: – What am I doing now? – Is it getting me anywhere? – What else could I be doing instead? This helps students avoid persevering in unproductive approaches. (Perkins and Salomon)
- 16. Plan • Teach students to set and plan to meet goals. • Model by thinking aloud in front of students Monitor • Teach students to ways to grow learning skills. • Acknowledge confusion as part of learning. Evaluate • Teach students to select/adapt new practices. • Incorporate reflection into course work. Key Components
- 17. Plan • What do I want learners to be able to do – end of course? in 5 years? • How could I make this material personally relevant for learners? • What can we learn from common mistakes of past students? Monitor • What do I notice about learning behaviors – in class, in prep, in exams? • What teaching strategies are working effectively – for these learners? • Is the language I use to describe learning aligned with what I expect? Evaluate • What ideas from this session link to previous ones? • To what extent do I think students see or can articulate those links? • What evidence do I have about how and what students are learning? Questions for Teachers
- 18. Metacognitive Growth ideas from Small Teaching Consider your course and classroom as an organization or social space that has norms, codes of behavior, and other malleable qualities. Ensure that those norms include a metacognitive growth mindset through…small modifications you can implement. (Lang)
Editor's Notes
- Understanding of their own (and others) cognitive processes of strategies they might (more) effectively use as part of effortful learning of reflection, connection, building as key component of (advancing) learning Plan – cognitive capacity Monitor – motivation Evaluate – prior knowledge Independent learners – students learners, college-level cognition, learning requires change – and learning ability isn’t “set” Effective Learners – novice expert, what what doesn’t + effortful learning, what does work The Plan Monitor Evaluate slides developed from Tanner, Kimberly D. "Promoting student metacognition." CBE-Life Sciences Education 11.2 (2012): 113-120. Retrieved from http://www.lifescied.org/content/11/2/113.short. Millis, Barbara J. “Using Metacognition to Promote Learning.” IDEA Paper #63 (December 2016). Retrieved from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_63.pdf
- Orienting Tasks Gathering Data Engage Brain Reflect Use Strategies Create new practices / Test them over time “Students or Learners” at https://docs.google.com/document/d/1DP9s4e-6xel0LI-Jx3ZnF6rY_Tic0jtgqN10sEgRQM0/edit?usp=sharing Relationship with other Students - Students are competitors / Learners are collaborators Relationship with Educators - Students are employees, required to obediently follow instructions. / Learners are citizens with a vested interest in the learning society. Why – Compelled / Curious Image based on: Zull, James E. "Key aspects of how the brain learns." New directions for adult and continuing education 2006.110 (2006): 3-9, and Zull “The Art of Changing the Brain”: http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200409_zull.pdf.
- Chew, Stephen L. "Helping students to get the most out of studying.” In Benassi, Victor A., Catherine Overson, and Christopher M. Hakala. Applying science of learning in education: Infusing psychological science into the curriculum. 2014: 215-224. And video #2 in Chew’s ”How to Study” video playlist: "What Students Should Know About How People Learn" - https://youtu.be/9O7y7XEC66M?list=PL338ADF5641FE7711. Perkins, David N., and Gavriel Salomon. "Are cognitive skills context-bound?." Educational researcher 18.1 (1989): 16-25.
- Daniels, Dennis. “Metacognition and Reflection.” Retrieved from http://archive.li/w9VNT#selection-631.19-631.29. March 2017. Tanner, Kimberly D. "Promoting student metacognition." CBE-Life Sciences Education 11.2 (2012): 113-120.
- Plan – cognitive capacity – Before: questions to be addressed Monitor – motivation – During: Pauses during lecture to raise questions, peers apply to authentic context Evaluate – prior knowledge – After: minute paper or paraphrase for specified audience, three things you learned this week that now connect/click/make you wonder Chew: The best way to reduce the impact of poor metacognition is to use formative assessment during teaching...to give both [learners] and the teacher feedback about their level of understanding” (Chew, Chronicle) Independent learners – students learners, college-level cognition, learning requires change – and learning ability isn’t “set” Effective Learners – novice expert, what what doesn’t + effortful learning, what does work See Tanner and Millis for specific suggestions regarding activities and questions that teachers might adapt/adopt:
- Relates back to first orienting question What are orienting tasks? -Students need steps to guide them towards this as they study Four components: -How does this concept relate to other concepts? (mindmapping is one approach that they can use to help break down the connections) -What are the key differences between this concept and other concepts? (what distinguishes the concepts from one another?)
- -How does this concept relate to my own experience? (text to self connection, relate information to personal example to help them illustrate the concept) -How can I apply this information in a way that will be most helpful for an exam, or other type of assessment? (students should close books, and practice recalling and applying what they learned with the understanding that it will be in a specific context) -Stanger-Hall example
- How do orienting tasks aid in deep learning? -recap of Hyde and Jenkins work How do orienting tasks and deep learning aid in metacognition? -recap of McCabe -Helps students to move towards higher levels of achievement and performance and gain mastery in not only your class, but disciplinary content knowledge. Transition to activity
- Linked to beliefs about learning / learners – we have them and so do students. James Lang. “Growing.” Small Teaching: Everyday Lessons from the Science of Learning. Jossey-Bass, 2016: 195-218.
- DIFFICULTIES – FAULTERINGS – CONCEPT THEORIES EFFORTFUL GROWTH: Intelligence is malleable/can be developed (actions I take). I make choices about my direction in life FIXED: Intelligence is fixed/static/innate (part of who I am). I have little choice about my direction in life. For a brief overview of Dweck, see the BrainPickings post “Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives” at https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/. For a learning more about the impact of growth mindset learning on college-level students, see the PNAS article “Teaching a lay theory before college narrows achievement gaps at scale” by Yeager et al; available at https://drive.google.com/file/d/0B2UuAMQQMNUxUDMwNGkzZ0JFUGM/view Chart developed by Dr. Jamie Peterson, St. Catherine University
- This shows the distribution of time spent doing different aspects of geometry problem solving. The top are experts and the bottom are students. The green part is the amount of time spent trying the problem and the students spend nearly all of their time doing that. The experts in contrast spend nearly ¾ of their time “reading, analyzing and planning” Planning for Metacognition: Make planning part of the assignment (see next slide); could begin with a plan that you provide – student implement this plan for a first assignment, adapt it for next assignments. Modeling “When I work on a project like this I use a backwards planning approach…, which has these stages… and offered these benefits… for these places where I often got stuck.”
- Here’s an assignment from a department that asks students to do this in planning for how student teams will get a project done. Students and teacher refer back to this throughout the semester. A key component for this sample is getting learners to talk together about how they will work together as a group, what will be group norms – and conveying that in writing as part of the initial (and updated) plans. What would you do if something in the project changes? How would you manage that? How do you translate this idea to students?
- Revision Memo - https://docs.google.com/document/d/1FCaNwc6f6hSiy1MghWelWFJVEGAE0AMnnIUPbYSzg2c/edit?usp=sharing DRAFT - What Works / What Could Work Better / Two questions for readers (students who seek feedback, use feedback: https://uminntilt.com/2014/02/03/students-who-seek-feedback-use-feedback/) REVISION – What Works / What Feedback Did You Adopt/Adapt/Axe – and why / One specific and one general query/question for teacher Designer Statement – containing reflective questions to guide students in commenting on their research/design journey and creative process (listicle format) https://drive.google.com/file/d/0B2UuAMQQMNUxelNWV0tzdUxfTFU/view?usp=sharing
- What are wrappers? Short overview/background Explanation of each type of wrapper, including examples In writing studies wrappers are more commonly known as “revision memos.” For a collection of readings focused on wrappers, please consult the following: https://drive.google.com/file/d/0B2UuAMQQMNUxMC1lTlBHbkk4Tzg/view?usp=sharing. For an article that links metacognitive to writing practices and reflective processes, see these three resources from the Sweetland Center for Writing: Overview and General Considerations - https://lsa.umich.edu/sweetland/instructors/teaching-resources/cultivating-reflection-and-metacognition.html “Metacognition – Cultivating Reflection to Help Students Become Self-Directed-Learners” - https://lsa.umich.edu/content/dam/sweetland-assets/sweetland-documents/teachingresources/CultivatingReflectionandMetacognition/Metacognition.pdf “Inserting Self-Reflective Comments in Essay Drafts” - https://lsa.umich.edu/content/dam/sweetland-assets/sweetland-documents/teachingresources/CultivatingReflectionandMetacognition/Supplement1_InsertingSelf-ReflectiveComments.pdf
- We are all responsible – learners, teachers, colleges for developing CRITICAL LEARNERS as part of mission to engage in CRITICAL THINKING Perkins, David N., and Gavriel Salomon. "Are cognitive skills context-bound?." Educational researcher 18.1 (1989): 16-25.
- Plan – cognitive capacity Monitor – motivation Evaluate – prior knowledge Independent learners – students learners, college-level cognition, learning requires change – and learning ability isn’t “set” Effective Learners – novice expert, what what doesn’t + effortful learning, what does work
- (Re)Define Learning What is learning? What does it look like in your discipline/field? classroom? Do course activities, assignments, assessments reflect this? Does meta-communication of syllabus (and grading) reflect this? Performances of learning during first class and week – significant impact of these early moments. Do a learning activity that engages students in questions and actions they’ll pursue – and do this before talking about syllabus. The “Gallery Walk’ as a Means to Making Metacognition Transparent – BYU, Center for Teaching: http://ctl.byu.edu/tip/%E2%80%98gallery-walk%E2%80%99-means-making-metacognition-transparent Learning Document – Karl Wirth, geology, Macalester: http://serc.carleton.edu/NAGTWorkshops/metacognition/workshop08/participants/wirth.html
- Lang’s examples (below) are also listed in the workbook: Provide early success opportunities through incorporation of metacognitive formative activities as well as in assignment sequencing and assignment transparency (specify task, audience, purpose, and skills/strategies to develop) Consider offering some reward for improvement in the course, either through the weighting of your assessments (heavier toward the latter half) or through a portion of the grade set aside for metacognition and learning growth/metacognitive development Provide example of initial failures or setbacks in your own intellectual journey or in those of figures in your field to demonstrate that such failures can be overcome, and how others have addressed/learned from difficulties. Give learning/growth-oriented feedback to students – offer specific feedback that recognizes strategies they used/that you observed, and/or point out specific strategies that learners can draw on to achieve improvement. Ask students to write letters for future students about how they succeeded in the course. Include a Tips for Success or similar section in your syllabus, and refer/add to it throughout the semester.