Self Regulated Self Regulated Learning, Learning,

Metacognition Metacognition & &

Metacognitive SkillsMetacognitive Skills

Introduction Introduction Four-step plan outlined that can help learners Four-step plan outlined that can help learners

to increase their success in learning:to increase their success in learning:

1. Spend enough time 1. Spend enough time

2. Build up an integrated knowledge base 2. Build up an integrated knowledge base

3. Develop a range of strategies suitable for 3. Develop a range of strategies suitable for the present course the present course

4. Believe that they can succeed if they stick to 4. Believe that they can succeed if they stick to steps 1 through 3 steps 1 through 3

Helps learners become self-regulated because Helps learners become self-regulated because

- gives them a clear plan for improving their - gives them a clear plan for improving their success in learning, &success in learning, &

- helps them understand the important - helps them understand the important relationship between knowledge, strategies relationship between knowledge, strategies & & motivation. motivation.

Without self-regulatory skills, learners are at Without self-regulatory skills, learners are at greater risk of dropping out or failing because greater risk of dropping out or failing because they attribute their learning problems to lack of they attribute their learning problems to lack of ability. (Graham, 1991)ability. (Graham, 1991)

~PART I~~PART I~

Self Regulated Self Regulated LearningLearning

Definitions of Self-Regulation Definitions of Self-Regulation in Learningin Learning

Self-regulation refers to learners' ability to Self-regulation refers to learners' ability to understand & control their learning. understand & control their learning.

(Schunk & Zimmerman; 1994) (Schunk & Zimmerman; 1994)

The learner’s ability to make adjustment in their The learner’s ability to make adjustment in their own learning processes in response to their own learning processes in response to their perception of feedback regarding their status of perception of feedback regarding their status of learning.learning.

(Graham & Harris, 1992)(Graham & Harris, 1992)

A self-regulated learner is a person who is A self-regulated learner is a person who is self-motivated, one who has takes the self-motivated, one who has takes the initiative, one who has a clear idea of what initiative, one who has a clear idea of what he wants to learn, & one who has his own he wants to learn, & one who has his own plan for pursuing & achieving his goal. plan for pursuing & achieving his goal.

(Nunan, 1989) (Nunan, 1989)

Conclusion:Conclusion:These types of learners…These types of learners… know their needsknow their needs work productivelywork productively can learn both inside & outside the can learn both inside & outside the

classroomclassroom learn with active thinking towards the learn with active thinking towards the

achievement of their objectives.achievement of their objectives.

Will Skill

Motivation Strategies

Concept of Self-Regulation Concept of Self-Regulation in Learningin Learning

Attribution

Knowledge base

Self-efficacy Deliberate practice

Feedback

Motivation

AttributionSelf-efficacy

includes

Goal orientationsIntrinsic motivation

HopePerceived control

modified by

Teacher

The ‘Will’ to LearnThe ‘Will’ to Learn

Motivation is the process whereby goal-directed Motivation is the process whereby goal-directed effort is initiated & sustained. effort is initiated & sustained.

Different types of motivational beliefs:Different types of motivational beliefs:

- self-efficacy (Bandura, 1997)- self-efficacy (Bandura, 1997)

- attributions (Weiner, 1986)- attributions (Weiner, 1986)

- goal orientations (Dweck & Leggett, 1988) - goal orientations (Dweck & Leggett, 1988)

- intrinsic motivation (Kohn, 1993)- intrinsic motivation (Kohn, 1993)

- hope (Synder, 1995)- hope (Synder, 1995)

- perceived control (Deci & Ryan, 1987) - perceived control (Deci & Ryan, 1987)

~Self-efficacy~~Self-efficacy~ The degree to which individuals possess The degree to which individuals possess

confidence in their ability to achieve a specific confidence in their ability to achieve a specific goal. goal.

Compared with students who doubt their Compared with students who doubt their learning capabilities, those with high self-learning capabilities, those with high self-efficacy for accomplishing a task participate efficacy for accomplishing a task participate more readily, work harder, & persist longer more readily, work harder, & persist longer when they encounter difficulties. when they encounter difficulties.

(Bandura, 1977)(Bandura, 1977)

High self-efficacy affects:High self-efficacy affects:

- engagement- engagement

- persistence- persistence

- goal setting- goal setting

- various aspects of performance - various aspects of performance

E.g., the amount of strategies used & E.g., the amount of strategies used & the degree to which students monitor the degree to which students monitor their learningtheir learning

4 factors that can affect the relative strength of 4 factors that can affect the relative strength of one’s self-efficacy judgements (Pajares, 1996): one’s self-efficacy judgements (Pajares, 1996):

1. The current skill level such as the availability 1. The current skill level such as the availability of knowledge & strategiesof knowledge & strategies

2. The intentional & unintentional modeling 2. The intentional & unintentional modeling from skilled peers or teachersfrom skilled peers or teachers

3. The verbal influence 3. The verbal influence

4. One’s current psychological state4. One’s current psychological state

~Attribution~~Attribution~ Fundamental interpretations learners provide Fundamental interpretations learners provide

themselves to explain their academic success & themselves to explain their academic success & failure. failure.

E.g., many college students who struggle in E.g., many college students who struggle in calculus attribute their failure to low ability calculus attribute their failure to low ability rather than lack of relevant knowledge, rather than lack of relevant knowledge, strategies, or practice. strategies, or practice.

3 fundamental dimension of attributional 3 fundamental dimension of attributional responses (Weiner, 1986):responses (Weiner, 1986):a) locus of control - internal vs. external causesa) locus of control - internal vs. external causesb) stability - short vs. longstanding effectsb) stability - short vs. longstanding effectsc) controllability - controllable vs. c) controllability - controllable vs. uncontrollable.uncontrollable.

Different attributions elicit a variety of distinct Different attributions elicit a variety of distinct emotions in learners. E.g., attributing failure to emotions in learners. E.g., attributing failure to a teacher (i.e., an uncontrollable, external, a teacher (i.e., an uncontrollable, external, unstable cause) is less debilitating than unstable cause) is less debilitating than attributing failure to low ability (i.e., an attributing failure to low ability (i.e., an uncontrollable, internal, stable cause). uncontrollable, internal, stable cause).

- Low grades- Less help seeking- Vaguer goals- Poorer use of learning strategies- Lower performance expectations

Aware of their attributions &

guided by knowledgeable teachers

Negative attribution styles

Can be changed by

The ‘Skill’ to LearnThe ‘Skill’ to Learn 2 aspects: 2 aspects:

- knowledge base- knowledge base

- strategies- strategies

These two aspects can give impact & changes These two aspects can give impact & changes on the learners. on the learners.

An important for effective learning. An important for effective learning. Ways to organize the knowledge base to Ways to organize the knowledge base to

improve teaching, e.g.:improve teaching, e.g.:- the use of concept maps- the use of concept maps- structured problems - structured problems - opportunities for group-based learning- opportunities for group-based learning

Effective teachers also emphasize the role of Effective teachers also emphasize the role of planned practice, including daily reading, planned practice, including daily reading, completion of in-class projects, homework & completion of in-class projects, homework & expert modeling. expert modeling.

~Knowledge base~~Knowledge base~

Skill development & expertise is strongly Skill development & expertise is strongly related to the time & efficiency deliberate related to the time & efficiency deliberate practice practice

- the more one practices, the better one gets, - the more one practices, the better one gets, regardless on initial talent & ability. regardless on initial talent & ability.

Initial differences due to talent & ability Initial differences due to talent & ability decrease over time as a function of practice. decrease over time as a function of practice.

- highly talented individuals lose their edge over - highly talented individuals lose their edge over time if they do not practice compared to time if they do not practice compared to

less less talented individuals. talented individuals.

~Strategies~~Strategies~ Refer to learning tactics used intentionally to Refer to learning tactics used intentionally to

accomplish a specific goal or purpose.accomplish a specific goal or purpose.

Essential to effective learning:Essential to effective learning:

- enable learners to use their limited cognitive - enable learners to use their limited cognitive resources more efficiently,resources more efficiently,

- approach problems more systematically, &- approach problems more systematically, &

- increase positive motivational beliefs such as - increase positive motivational beliefs such as self-efficacyself-efficacy

Motivation & Strategy Use in the Motivation & Strategy Use in the Self-Regulation ProcessSelf-Regulation Process

Motivation & strategies each contribute to Motivation & strategies each contribute to academic success at all age levels. academic success at all age levels.

- motivational variables often referred to as the - motivational variables often referred to as the will component of learningwill component of learning

- strategies referred to as the skill component- strategies referred to as the skill component

Learners need both the will & the skill to Learners need both the will & the skill to succeed in learning. succeed in learning.

Contribution of the ‘will’ & the ‘skill’ in Contribution of the ‘will’ & the ‘skill’ in academic learning:academic learning:

1. Through mutual interchange between will 1. Through mutual interchange between will (i.e., self-efficacy) & skill (i.e., strategy (i.e., self-efficacy) & skill (i.e., strategy instruction) components. instruction) components.

- self-efficacy - self-efficacy ↑↑, learners are more suitable , learners are more suitable to use strategies. to use strategies.

- strategy instruction - strategy instruction ↑↑, students become , students become more self-efficacious. more self-efficacious.

2. Through mutual interchange between will 2. Through mutual interchange between will components. components.

- E.g., higher self-efficacy is related to adaptive - E.g., higher self-efficacy is related to adaptive attributional responses such as increased attributional responses such as increased effort & strategy use. effort & strategy use.

3. Through a joint exchange between skill 3. Through a joint exchange between skill components. components.

- E.g., gaining of new knowledge typically - E.g., gaining of new knowledge typically increases the efficiency of strategy use. increases the efficiency of strategy use.

How to Improve Self-regulation in How to Improve Self-regulation in Learning?Learning?

Modeling

Informational feedback

Attributional retraining

~Modeling~~Modeling~ The process of intentionally demonstrating & The process of intentionally demonstrating &

describing the component parts of a skill to a describing the component parts of a skill to a novice of student.novice of student.

Peer models: the most effective because they Peer models: the most effective because they are most similar to the individual observing the are most similar to the individual observing the model.model.

Teacher models: the only person in the Teacher models: the only person in the classroom who adequately can model a complex classroom who adequately can model a complex procedure. procedure.

Modeling increases strategy use & self-efficacy. Modeling increases strategy use & self-efficacy. (Schunk, 1989)(Schunk, 1989)

Seven-steps plan of effective modeling:Seven-steps plan of effective modeling:1. Create a rationale for the new learning skill.1. Create a rationale for the new learning skill.

2. Model the procedure in its entirety while the 2. Model the procedure in its entirety while the students observe.students observe.3. Model component parts of the task.3. Model component parts of the task.4. Make explicit the otherwise tacit strategies you use to 4. Make explicit the otherwise tacit strategies you use to

solve problems.solve problems.5. Allow students to practice component steps under 5. Allow students to practice component steps under

teacher guidance. teacher guidance. 6. Allow students to practice the entire procedure under 6. Allow students to practice the entire procedure under

teacher guidance.teacher guidance.7. Have the student engage in self-directed 7. Have the student engage in self-directed performance performance of the task.of the task.

How to Improve Self-regulation in Learning?How to Improve Self-regulation in Learning?

Effective modeling

Model all

Example

Example

Rationale

Strategies Supervised practice all

Model part

Component

Component

Component

Model part Unsupervisedpractice

makeexplicit

demonstrate

provideprovide practice

give

demonstrate

~Feedback~~Feedback~ Refers to explicit information provided about the Refers to explicit information provided about the

process & products of their work.process & products of their work. Types of feedback:Types of feedback:

1. Teacher’s feedback1. Teacher’s feedback

- improves performance & self-efficacy- improves performance & self-efficacy

2. Student’s feedback2. Student’s feedback

- equally effective in many situations- equally effective in many situations

3. Self-generated feedback3. Self-generated feedback

- enables students to self-regulate their - enables students to self-regulate their performance without teacher or peer- performance without teacher or peer-

model model assistance assistance

~Attributional retraining~~Attributional retraining~ Refers to helping individuals better understand Refers to helping individuals better understand

their attributional responses & develop their attributional responses & develop responses that encourage task engagement.responses that encourage task engagement.

Attributional retraining programs:Attributional retraining programs:1. Individuals are taught how to identify 1. Individuals are taught how to identify undesirable behaviours, e.g. task avoidanceundesirable behaviours, e.g. task avoidance2. Attribution underlying avoidant behaviour 2. Attribution underlying avoidant behaviour are are evaluatedevaluated3. Alternative attributions are explored3. Alternative attributions are explored4. Favourable attributional patterns are 4. Favourable attributional patterns are implemented.implemented.

~PART II~~PART II~

Metacognition Metacognition & &

Metacognitive SkillsMetacognitive Skills

Definition of MetacognitionDefinition of Metacognition Knowledge and awareness of cognitive Knowledge and awareness of cognitive

processes – our thoughts about thinking.processes – our thoughts about thinking. Being aware of one’s own cognitive processes Being aware of one’s own cognitive processes

or knowing about what one knows.or knowing about what one knows. What we know or don’t know and regulating What we know or don’t know and regulating

how we go about learning.how we go about learning. Essential skill for learning to learn.Essential skill for learning to learn. Enable us to be successful learners; associated Enable us to be successful learners; associated

with intelligence.with intelligence.

Meta-Attention:Meta-Attention:The Development of Attention StrategiesThe Development of Attention Strategies Meta attention develops naturallyMeta attention develops naturally Teachers effort can enhance it – students Teachers effort can enhance it – students

become more self-regulatedbecome more self-regulated Older children are more aware of the Older children are more aware of the

importance of attention importance of attention

– – better at directing attention toward important better at directing attention toward important information information

– – better at ignoring distracting and irrelevant better at ignoring distracting and irrelevant stimuli (Berk, 2001)stimuli (Berk, 2001)

Metamemory:Metamemory:The Development of Memory StrategiesThe Development of Memory Strategies

Older children and adults are much better than Older children and adults are much better than young children at using strategies for young children at using strategies for remembering information. (Short, remembering information. (Short, Schatschneider & Friebert, 1993)Schatschneider & Friebert, 1993)

Older learners are more aware of their memory Older learners are more aware of their memory limitations. (Everson &Tobias, 1998)limitations. (Everson &Tobias, 1998)

Instruction can make students aware of their Instruction can make students aware of their memory capacities and the importance of memory capacities and the importance of matching strategies to the demand of a task matching strategies to the demand of a task

Metacognition in the Information Metacognition in the Information Processing ModelProcessing Model

STIMULI from the

environment

SENSORY MEMORY

attention perception

WORKINGMEMORY

METACOGNITION

response

LONG-TERM

MEMORY

rehearsal

encoding

retrieval

(lost) Forgotten (perhaps

recoverable)

(lost)

rehearsal

Development of MetacognitionDevelopment of MetacognitionCHILDRENCHILDREN (Flavell, 1971) (Flavell, 1971)

– – metacognition is quite limitedmetacognition is quite limited Metamemory ~ knowledge about the way memory Metamemory ~ knowledge about the way memory

worksworks Little monitoring on the way they use language, form Little monitoring on the way they use language, form

concepts, solve problems etc.concepts, solve problems etc. 3& 4 yr: easier to remember a small set of pictures than 3& 4 yr: easier to remember a small set of pictures than

large setlarge set 6 yr: know that familiar items are easier to remember 6 yr: know that familiar items are easier to remember

than unfamiliar onesthan unfamiliar ones 8 yr: easier to remember a series of words-part of a 8 yr: easier to remember a series of words-part of a

narrative rather than a listnarrative rather than a list

Preschoolers: wildly optimistic in memory Preschoolers: wildly optimistic in memory estimation.estimation.

Grow older: estimates become modest; actual Grow older: estimates become modest; actual memory spans increase.memory spans increase.

College student: realistic in their estimationCollege student: realistic in their estimation Metacomprehension ~ accessing whether you Metacomprehension ~ accessing whether you

understand what you are reading / what is understand what you are reading / what is being said to you & your knowledge & being said to you & your knowledge & thoughts about comprehension.thoughts about comprehension.

Awareness of countering difficulty in Awareness of countering difficulty in comprehension develops with age (Markman)comprehension develops with age (Markman)

Good & poor students differ their ability to Good & poor students differ their ability to assess their metacomprehension.assess their metacomprehension.

ELDER (Lovelace and Marsh, 1985)ELDER (Lovelace and Marsh, 1985) Metamemory ~ person’s ability to predict – Metamemory ~ person’s ability to predict –

item would be recalled at a later timeitem would be recalled at a later time IF memory IF memory

Accuracy in predicting which specific items Accuracy in predicting which specific items will be recalled & which will be forgotten – will be recalled & which will be forgotten – two groups are not differtwo groups are not differ

Ability to predict total number of items recall Ability to predict total number of items recall – differ– differ

Young adults are accurateYoung adults are accurate Elder people overestimate their recallElder people overestimate their recall

Metacognition

Knowledge of CognitionRegulation of

Cognition

KnowledgeBase

Strategies

Conditional Knowledge

(when, where, why)

KnowledgeOf Memory

Monitoring

Planning Evaluation

Metacognition in Self RegulationMetacognition in Self Regulation

Use knowledge & strategies much more efficiently Use knowledge & strategies much more efficiently

~ high level students – engage in deeper processing & learn ~ high level students – engage in deeper processing & learn more without effortmore without effort

~ balance for average or low ability awareness is high, ~ balance for average or low ability awareness is high, students perform faster & more efficient.students perform faster & more efficient.

Understand the role of metacognition in self-regulation Understand the role of metacognition in self-regulation by: by:

~ teacher discuss the importance of metacognition ~ teacher discuss the importance of metacognition knowledge knowledge

~ teacher construct their own metacognition ~ teacher construct their own metacognition

~ group discussion ~ group discussion

Metacognition is important for 2 reasonsMetacognition is important for 2 reasons

The Importance of MetacognitionThe Importance of Metacognition Create effective learning environmentCreate effective learning environment Enhance accurate perceptionEnhance accurate perception Regulate the flow of information through Regulate the flow of information through

working memory (Schraw & Moshman, working memory (Schraw & Moshman, 1995)1995)

Influences the meaningfulness of encoding Influences the meaningfulness of encoding

(Bruning et. al., 1999)(Bruning et. al., 1999)

Metacognitive Knowledge:Metacognitive Knowledge:acquired knowledge about cognitive processacquired knowledge about cognitive process

PERSON: everything that one could come to believe PERSON: everything that one could come to believe about oneself & others as learners or cognitive process. about oneself & others as learners or cognitive process. (intra&inter individuals & universals)(intra&inter individuals & universals)

TASK: know whether or not a task calls for deliberate TASK: know whether or not a task calls for deliberate learning learning

– – have knowledge of task demandshave knowledge of task demands

– – relate with knowledge about the information involve in relate with knowledge about the information involve in a cognitive enterprisea cognitive enterprise

STRATEGY: strategies that can be used effectively in STRATEGY: strategies that can be used effectively in the accomplishment of certain cognitive tasks. the accomplishment of certain cognitive tasks.

(Flavell, 1979, 1981a, 1981b)(Flavell, 1979, 1981a, 1981b)

Metacognitive RegulationMetacognitive Regulation

Metacognitive experiences – use of Metacognitive experiences – use of metacognive strategies or regulationmetacognive strategies or regulation

~ sequential processes that one uses to ~ sequential processes that one uses to control cognitive activities – ensure that control cognitive activities – ensure that cognitive goal has been metcognitive goal has been met

~ help to regulate and oversee learning.~ help to regulate and oversee learning.

Metacognitive SkillsMetacognitive Skills Def: ~ self-assessment ability to assess one’s Def: ~ self-assessment ability to assess one’s

own cognition own cognition ~ self management – ability to manage one’s ~ self management – ability to manage one’s

further cognitive developmentfurther cognitive development Importance: teachers with metacognitive Importance: teachers with metacognitive

functioning – helping learners in develop skills functioning – helping learners in develop skills in metacognitionin metacognition

~ use of specific techniques (concept map)~ use of specific techniques (concept map)= more aware & understand= more aware & understand~metacognition and constructivism ~metacognition and constructivism = development of skills= development of skills

~The End~~The End~