metacongitive strategies to facilitate student learning in ... · a taxonomy for learning,...
TRANSCRIPT
MetacongitiveStrategiestoFacilitateStudentLearninginGenomicBiology
Preparedby:BobLocy,AuburnUniversity
Bytheendofthispresentationyoushouldbeableto:
• Explainwhatmetacognitionisandhowitaidsyouinunderstandingyourlearning.
• Discusstheprinciplesofhowlearningworks.• Evaluateyourlearningstrategiesandcommittoimprovingstrategies.
WhatisMetacognition?Awareness,knowledge,andunderstanding
ofyourownlearningprocesses.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
ThreeTypesofMetacognitiveKnowledge
• Knowledgeofstrategiesappropriatetotasks– HowmightImosteffectivelylearnordo“X”?
e.g.annotating,answeringprompts,doingproblems?
• Knowledgeofstrategyeffectiveness–Whatworked;whatdidn’t?WhatcanIdobetter/differentlytoimprove?e.g.Postassignmentassessmentrubric
• Knowledgeofself– Whatmotivatesmetolearn?DoItakeresponsibilityformylearning?How
canIusemystrengthstoaddressmyweaknesses?DoIavoidachallenge?AmIwillingtochangemystrategiestoimprovemylearrning?
Pintrich,2002,TheoryintoPractice,41,219=225.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Noviceproblemsolvers
Schoenfeld,1987,What’sallthefussaboutmetacognition?In:CognitiveScienceandMathematicsEducaiton,A.H.Schoenfeld,Ed.,LawrenceErbaumAss.,Inc.Hillsdale,NY.
Expertproblemsolvers
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
ThreeTypesofMetacognitiveKnowledge
• Knowledgeofstrategiesappropriatetotasks– HowmightImosteffectivelylearnordo“X”?
e.g.annotating,answeringprompts,doingproblems?
• Knowledgeofstrategyeffectiveness–Whatworked;whatdidn’t?WhatcanIdobetter/differentlytoimprove?e.g.Postassignmentassessmentrubric
• Knowledgeofself– Whatmotivatesmetolearn?DoItakeresponsibilityformylearning?How
canIusemystrengthstoaddressmyweaknesses?DoIavoidachallenge?AmIwillingtochangemystrategiestoimprovemylearrning?
Pintrich,2002,TheoryintoPractice,41,219=225.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
ThreeTypesofMetacognitiveKnowledge
• Knowledgeofstrategiesappropriatetotasks– HowmightImosteffectivelylearnordo“X”?
e.g.annotating,answeringprompts,doingproblems?
• Knowledgeofstrategyeffectiveness–Whatworked;whatdidn’t?WhatcanIdobetter/differentlytoimprove?e.g.Postassignmentassessmentrubric
• Knowledgeofself– Whatmotivatesmetolearn?DoItakeresponsibilityformylearning?How
canIusemystrengthstoaddressmyweaknesses?DoIavoidachallenge?AmIwillingtochangemystrategiestoimprovemylearrning?
Pintrich,2002,TheoryintoPractice,41,219=225.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Metacognitiveknowledgeofselfaffectedby:
– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains
– Stageofintellectualdevelopment–Motivationtochange/stretch/learn
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Accurateself-awareness
Sitatisticsfrom011HigherEducationResearchInstituteStudy
Studyingwasn’tnecessaryinhighschool• 60%offirst-yearstudentsspentlessthansixhoursper
weekdoinghomeworkin12th grade.• 50%graduatedhighschoolwithan“A”average.Thisleadstothemisconceptionthathighschoolstudypracticeswillworkincollege,andpromotesahighconfidencelevelwhentheentering college.
Atleastuntiltheytaketheirfirstcollegetest.Failuretorecognizeandremediatethismisconceptioncanleadtodisappointment,changesinmajor,andevenattrition.
Implieslackofresilienceisoftenlinkedtomindset.
Metacognitiveknowledgeofselfaffectedby:
– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains
– Stageofintellectualdevelopment–Motivationtochange/stretch/learn
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Mindset
FixedIntelligenceisstatic;Youhaveafixedamountofit.
GrowthIntelligencecanbedeveloped;youcangrowit.
Dweck,Carol(2006)Mindset:ThenewPsychologyofSuccess.RandomHouse,NewYork.
Metacognitiveknowledgeofselfaffectedby:
– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains(levels)
– Stageofintellectualdevelopment–Motivationtochange/stretch/learn
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
TheRevisedBloom’sTaxonomyofCognitiveDomains
Remembering– LowlevelRecalling/recognizingspecificinformation,includingfacts,terminology,conventions,criteria,methodology,principlesandtheories.Samplemetacognitiveactivity:Developflashcardstoremember/definekeyterms;discussbenefitsandlimitsoftechniquewithpeers.
ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigerLevel
TheRevisedBloom’sTaxonomyofCognitiveDomains
Understanding– LowerMiddleLevelComprehendinganycommunication(text,lecture,article,graph,etc.)throughexpressingitinanotherform(ownwords,newconfiguration,extrapolation,etc.).Samplemetacognitiveactivity:Provideyourownsummaryofthekeyfindingsofaresearcharticlein70wordsorless;peersassessforplagiarismandaccuracy.
ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigherLevel
TheRevisedBloom’sTaxonomyofCognitiveDomains
Applying– MiddlelevelTakingaprincipleorprocesspreviouslylearnedandapplyingitinanewsituationwithoutbeingtoldtodoso.Examplesincludeapplyingsocialsciencegeneralizationstospecificsocialproblemsorapplyingscientificormathematicalprinciplestopracticalsituations.Samplemetacognitiveactivity:constructatablefordatacollectionbasedonagivenexperimentaldesignandappropriatestatisticalanalysisofthedata;thenarticulatetopeerswhatstepsyouemployedinworkingthisthrough.
ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigherLevel
TheRevisedBloom’sTaxonomyofCognitiveDomains
Analyzing– HighLevelBreakingatopicorproblemintoitsseparatecomponents,deducingtheirrelationships,andunderstandingtheirpatternoforganization.Examplesincludededucingunstatedassumptions,detectingcauseandeffectrelationships,andcomparingandcontrastingmethodsofinquiry.Samplemetacognitiveactivity:Teamsofstudentsdevelopaconceptmapofadifficultconcept;thenteamscomparemapsanddescribereasoning.ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigherLevel
TheRevisedBloom’sTaxonomyofCognitiveDomains
EvaluatingHighLevelMakingvaluejudgmentsaboutideas,solutions,methods,andsoforth,basedontheuseofeitherquantitativeorqualitativecriteriaorstandards.Examplesincludeevaluatingtheappropriatenessofahealththerapy,critiquingtheauthor(s)explanationsofexperimentalresults,orassessingtheethicalimplicationsofaparticularcourseofaction. Samplemetacognitiveactivity:Workinteamstoreflectuponandcomparepersonalstudypracticesandproposealistofbestpractices.
ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigherLevel
TheRevisedBloom’sTaxonomyofCognitiveDomains
Creating– HighlevelBuildingsomethingnewthroughsynthesis,integration,andimagination.Examplesincludeperformanceorvisualizationofabstractconcepts,proposingnovelwaystotesthypotheses,andintegratinginformationfromdisparatesourcestoconstructnewknowledge.Samplemetacognitiveactivity:Developagroupskittomodeladifficultconcept;thenwriteareflectiveessayonhowtheactivityinfluencedlearning.ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigherLevel
ActivitiesRelatedtoLower&HigherBloomLevelsMod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Remembering
Understanding
Applying
Analyzing
Creating
Evaluating
Metacognitiveknowledgeofselfaffectedby:
– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains
– Stageofintellectualdevelopment–Motivationtochange/stretch/learn
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Metacognitiveknowledgeofselfaffectedby:
– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains
– Stageofintellectualdevelopment–Motivationtochange/stretch/learn
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
GettingMETAonMotivation
• WhatImpactsstudentmotivation?– Emotions– Relevanceofcoursecontentandskillstoself/world
– Connectednesstopeers/instructor/department/institution
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Summary• Metacognitionisanawareness,knowledge,and
understandingofyourlearningprocess.• Todothisweconsider3typesofmetacognitiveknowledge;
i.e.knowledgeoflearningstrategies,andtheireffectiveness,andknowledgeofourselves,ourstrengthsandweaknesses.
• Identifyingmisconceptions,andhowyouorganizeyourknowledgeinfluencelearning.
• Goal-directedpracticeandtargetedfeedbackcombinesforanongoingmetacognitivecycleoflearning.
• Successisachievedwhenwemoveourlearningtohigherlearninglevels.
• Yourleveloflearningdevelopmentinteractswithyoursocial,emotional,andintellectual“climate”toimpactyourlearning.