october 1, 2015metacognition1 if you have a laptop….bring it with you next week!

April 19, 2023 Metacognition 1

If you have a laptop….bring it with you next week!


Let’s take a look at the course outline…. I see it!


Reflective journals are to be submitted to instructor by

3:30 pm, 20 November 2009

Submit to Clark Hall Room 128

04/19/23 UTA Info Session 4

UTAs wishing to continue in the program for a second term must demonstrate their interest in a teaching career by taking a course offered by Cornell Teacher Education (e.g., Educ 2710, 3110, or 4040), and preferably by officially enrolling in the CTE program.

Life after the 1st semester…

Applications are online!

(Google: Cornell PhysTEC)

04/19/23 5UTA Info Session

04/19/23 UTA Info Session 7

Applications deadline:

November 22, 2009


Thought ingniter:

Answer the following questions on the card supplied to you.

What is metacognition?

Name a good instructional strategy to address metacognition in a Physics classroom.

04/19/23 9Epistemology


Lessson: Metacognition

Objective:

To learn that metacognition (thinking how we think) is an important part of learning Physics. Instructors should try to facilitate metacognition behaviors in their classrooms.

Lessson: Metacognition

Objective:

To learn that metacognition (thinking how we think) is an important part of learning Physics. Instructors should try to facilitate metacognition behaviors in their classrooms.

I think I’m thinking about

what you mean.

Metacognition Metacognition Helping students to self-regulateHelping students to self-regulate

April 19, 2023April 19, 2023 1111MetacognitionMetacognition

Play with different combinations of these words and you'll be forming mental pictures of metacognition.

• Thinking about knowing ... • Learning about thinking ...• Control of learning ...• Knowing about knowing ...• Thinking about thinking ...

Play with different combinations of these words and you'll be forming mental pictures of metacognition.

• Thinking about knowing ... • Learning about thinking ...• Control of learning ...• Knowing about knowing ...• Thinking about thinking ...

April 19, 2023 12Metacognition


It’s like arguing with yourself.

- Scott (11/09)


Metacognition = Argumentation turn inward.

DefinitionsDefinitions

MetacognitionMetacognition - literally “beyond knowing”, - literally “beyond knowing”, knowing what one knows and doesn’t know knowing what one knows and doesn’t know - promoting a student’s ability to self-monitor - promoting a student’s ability to self-monitor levels of understanding and predict how well levels of understanding and predict how well (s)he will do on a particular task.(s)he will do on a particular task.

Self-regulationSelf-regulation - students monitoring their - students monitoring their own comprehension and assessing their own comprehension and assessing their own abilities without teacher help.own abilities without teacher help.


These two aspects of metacognition are described in Dimensions of Thinking by Marzano et al. (1988). The authors state that metacognition involves:

• knowledge and control of self

• knowledge and control of process



"No more is there an excuse for letting

knowledge accumulate in isolated puddles

within students' minds.“

David Perkins and Gavriel Salomon (Costa, Bellanca, & Fogarty, 1992, p. 208)


Perhaps most importantly in today's information age, thinking

skills are viewed as crucial for educated persons to cope with a

rapidly changing world. Many educators believe that specific

knowledge will not be as important to tomorrow's workers and citizens

as the ability to learn and make sense of new information.

—D. Gough, 1991

Successful students are aware of, monitor, and control their learning. Central to this knowledge of self and self-regulation are commitment, attitudes, and attention.

Edward de Bono (Maclure and Davies, 1991, p. xii)


Commitment

Metacognition is at work in students who choose to commit themselves to tasks. In the words of Paris and Cross (1983) they align "skill with will"

(Marzano et al., 1988, p. 10).


Attitudes

Attitudes play an important role in metacognitive self-control. Successful students attribute their success to their own efforts.


Attention

Conscious control of attention helps students understand that the level of attention required for a task varies with the task and that they can adjust the focus of their attention accordingly. This sense of personal control is related to the efficient performance of tasks.



Research on how students think about problems:


Heuristics are "rules of thumb", educated guesses, intuitive judgments or simply common sense

Heuristic

http://en.wikipedia.org/wiki/Rule_of_thumb

http://en.wikipedia.org/wiki/Common_sense


Perhaps the most fundamental heuristic is "trial and error", which can be used in everything from matching bolts to bicycles to finding the values of variables in algebra problems.


Here are a few other commonly used heuristics, from Polya's 1945 book, How to Solve It:[2]

•If you are having difficulty understanding a problem, try drawing a picture.

•If you can't find a solution, try assuming that you have a solution and seeing what you can derive from that ("working backward").

•If the problem is abstract, try examining a concrete example.

•Try solving a more general problem first (the "inventor's paradox": the more ambitious plan may have more chances of success).

http://en.wikipedia.org/wiki/How_to_Solve_It

http://en.wikipedia.org/wiki/Heuristic


Social context and the development of metacognition.

Social context and the development of metacognition.

People who are good at ‘self-regulation’ create learning cultures.

To use a popular phrase from cognitive science, you see (a good self regulator) as a “society of mind” – putting forth multiple perspectives, weighing them against each other, and selecting among them . Shoefeld (1987)


Teaching strategy: How do we look at how we think?

Teaching strategy: How do we look at how we think?

Concept Mapping

also called

Mind Mapping


• Note taking area: Record lecture as fully and meaningfully as possible.

• Cue column: As you're taking notes, leave the cue column empty. Soon after the lecture, reduce your notes to concise jottings as clues for Reciting, Reviewing and Reflecting.

• Summaries: Sum up each page of your notes in a sentence or two.

Cornell Note Taking MethodCornell Note Taking Method

Simple StrategiesSimple Strategies PlanningPlanning MonitoringMonitoring EvaluatingEvaluating ResourcingResourcing GroupingGrouping Note takingNote taking Pre-testingPre-testing Complex tasksComplex tasks

SummarizingSummarizing Deduction/inductionDeduction/induction Concept mappingConcept mapping Peer instructionPeer instruction ElaborationElaboration Socratic dialoguesSocratic dialogues KWL structuresKWL structures Graphical organizersGraphical organizers



Video lesson:

Forces

october 1, 2015metacognition1 if you have a laptop….bring it with you next week!

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