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Metacognition

Metacognition. EDU 330: Educational Psychology Daniel Moos. Let ’ s Review: The IPT Model (1) 2 minute summary of model (2) Identify one concrete implication ( what does this theory suggest about how to teach?) (3) Any terms/concept that you would like clarified?. “ Phraseology ” example.

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Metacognition

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  1. Metacognition EDU 330: Educational Psychology Daniel Moos

  2. Let’s Review: The IPT Model(1) 2 minute summary of model(2) Identify one concrete implication (what does this theory suggest about how to teach?)(3) Any terms/concept that you would like clarified?

  3. “Phraseology” example Tall in the the saddle Guiding Question: What does this activity suggest about the role of prior knowledge and experience in learning?

  4. In 1763 Marian and the settlements ended a seven-year war with the Langurians and Pitoks. As a result of this war Languia was driven out of East Bacol. Marain would now rule Laman and other lands that had belonged to Languia. This brought peace to Bacolian settlements. The settlers no longer had to fear attacks from Laman. The Bacolians were happy to be part of Marain in 1763. Yet a dozen years later, these same people would be fighting the for independence (Beck and Mckeown, 1993, p.2) In 1763 Britain and the settlements ended a seven-year war with the French and Native Americans. As a result of this war, the French were driven out of North America. Britain would now rule Canada and other lands that had belonged to the French. This brought peace to the North American settlements. The settlers no longer had to fear attacks from Canada. The North Americans were happy to be part of Britain in 1763. Yet a dozen years later, these same people would be fighting the for independence. Guiding Question: What does this activity suggest about the role of prior knowledge and experience in learning? Implications for teachers?

  5. “Numbers” example 3 1 8 6 0 5 4 7 1 1 0 8 2 0 1 2 Guiding Question: What does this activity suggest about the importance of organization in learning? What does this activity suggest about the maximum number of items we can learn at one time? Implications for teachers?

  6. “Months” example As quickly as you can… …state the months of the year …state the months of the year, alphabetically Guiding Question: What does this activity suggest about the role of how we originally learn in retrieving this knowledge? Implications for teachers?

  7. “Riding a bike” example • On a scale of 1 (very poorly) to 5 (very easily), how well can you ride a bike? • Turn to your neighbor and discuss how you would teach someone who does not know how to ride a bike • On a scale of 1 (very hard) to 5 (very easy), describe the difficulty level you just experienced in describing how you might teach someone to ride a bike • Why might there be a discrepancy between your “expertise” and ability to teach? Guiding Question: What does this activity suggest about the challenges “experts” might face in teaching novices? Implications for teaching?

  8. “Color” example As quickly as you can, quietly say the COLOR and not the pronunciation of the following words (from left to right): Example: YellowBlue RED BLACK BLUEBLACK YELLOW BLACKRED YELLOWBLUEBLACK REDBLACK BLUE BLACK YELLOW REDYELLOWBLUEBLACK RED Guiding Question: What does this activity suggest about the role of “attention” and “perception” in learning? Implications for teachers?

  9. Let’s Review: The IPT Model(1) 2 minute summary of model(2) Identify one concrete implication (what does this theory suggest about how to teach?)(3) Any terms/concept that you would like clarified?

  10. What is Metacognition? • Cognition refers to… • The manner in which information is processed (the way in which students process, store, retrieve, manipulate knowledge) • Metacogntion refers to… • Knowledge about these operations and how they may be best used to achieve a learning goal

  11. What is Metacognition?, continued A critical turning point during World War II was…hmm..wonder what I should wear tomorrow…World War II, December 7, 1941….I am really mad at what Sally said to me in PE today….let’s see..I’ve finished the first part of the chapter.. A critical turning point during World War II was…I think we talked about this yesterday …World War II, December 7, 1941...I don’t really understand this paragraph…I better read it again…

  12. What is Metacognition according to Flavell (1987)? • Knowledge-of-person variables • Individual understanding (are you better at math or English?) • Knowledge-of-task variables • Knowledge of tasks (which tasks take you longer to complete?) • Knowledge-of-strategy variables • Knowledge of effective strategies (which strategies are most effective for you?)

  13. Age trends in Metacognition • Young Elementary (6 yr olds) • Do know: Familiar items easier to remember, small set of information easier to recall • Do notknow: Limit to amount one can recall • Young Elementary (7 yr olds) • Do know: Interest, familiarity, and story length affect comprehension and recall • Do notknow: Effect of how ideas are sequenced, time of test should affect study time • Elementary (9 yr olds) • Do know: Recall is limited (younger children overestimate how much they can store and retrieve in STM) • Begin to understand when they know something well enough to pass a memory test (younger children choose to study something they had already seen)

  14. Supporting Students’ Metacognition “Self-metacognitive questions” • Comprehending the problem • “What is the problem/task? • Constructing connections between previous and new knowledge • “What are the similarities/differences between the problem/task at hand and problems/tasks I have solved in the past, and why?” • Using appropriate strategies to solve the problem/task • “What are some appropriate strategies?” • “When/how should I implement a particular strategy?” • Reflecting on the process and the solution • “Does the solution make sense?” • “How can I solve the task in another way?”

  15. Cognitive processes: Applying IPT to the classroom • Model and encourage metacogniton. • Begin lessons with an activity that attracts attention. • Conduct frequent reviews to activate students’ prior knowledge and check their perceptions. • Proceed in short steps and represent content both visually and verbally to reduce cognitive load = dual coding theory • Help students make information meaningful (“hot” cognition vs. “cold” cognition) • Aid encoding through organization, imagery, elaboration, and activity.

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