Metacognition

1. Metacognition EDU 330: Educational Psychology Daniel Moos, PhD

2. Metacognition What is Metacognition? Metacognition in theory Metacognition in reality Metacognition in practice

3. Let’s play… Rock-Paper-ScissorsBest two out of three Winner gets to.... TEACH!

4. TEACHER: “Teach” and then clap twiceSTUDENTS: “Okay” and then clap twice Teacher: (1) Summary of IPT model (2) Implications Listener: “I heard…” and then add additional infoTEACHER: “Yes” and then STUDENTS clap twice

5. What is Metacognition and why is it important? • Selective Attention example #1: https://www.youtube.com/watch?v=vJG698U2Mvo • Selective Attention example #2: • Write your name as many times as possible in 15 seconds • Multiply number by 4; what is your number? • Teachers present content about an average of 110 word per minute during a lecture • Presentation rates substantially faster than what students can write… in other words, students cannot write down everything!

6. What is Metacognition? • Cognition refers to… • Mental processes that include memory, attention, producing/using language, reasoning, problem-solving, etc • Taking notes, summarizing, seeking help when confused • Metacogntion refers to… • Knowledge about mental processes and how they may be used to achieve a goal (“Thinking about your thinking”) • What leads you to seek help in a class (cognitive activity)? • You identify an area of confusion (metacognitive activity) and identify strategy to address confusion (metacognitive activity)

7. Metacognition in Theory

8. Metacognition in Reality (I) Not just another “education” buzz word… We know it is incredibly important in learning… Over 35 years of research (Flavell, 1979, 1987) • Awareness of Knowledge: understanding what one knows and what one does not know • “I know that I understand that plants need sunlight, but I do not know why.” • Awareness of Thinking: understanding cognitive tasks and what is required to complete them • “I know that reading this newspaper article for homework will be more difficulty than reading my textbook” • Awareness of Thinking Strategies: understanding approaches to learning • “I know it is helpful to stop the video and make sure I understand the material by reviewing my notes. I should jot down questions for class” What is one personal example of how you demonstrated awareness of knowledge, thinking, or thinking strategies?

9. Metacognition in Reality (II) Not just another “education” buzz word… We know it is incredibly important in learning… • Supported in diverse areas of research: Cognitive Psychology, Educational Psychology, Learning Sciences • Personal commitment and consistency of findings: • 31 of my 33 published journal articles are based on studies that used metacognition to explain learning • Statistically significantly predicted learning outcomes • Accessible instructional strategies for supporting metacognition

10. Metacognition in Practice (I) Metacognitive activities should guide students to: • Articulate what they already know • Articulate what they learned • Monitor progress, evaluate work, and set goals • Identify, evaluate, and implement effective strategies • Connect content and transfer learning between contexts Characteristics of effective metacognitive activities: • Facilitate student planning, monitoring, and reflection • Are offered before, during, and after learning • Occur in various settings (individuals, pairs, small group, large group)

11. Metacognition in Practice (II) Your turn (developmental groups) • Identify strategy to support at least one of the activities (do NOT identify how to implement); write strategy on large piece of paper • Rotate and write whether or not strategy effective for your group and some considerations to use if effectively Metacognitive activities should guide students to: • Articulate what they already know • Articulate what they learned • Monitor progress, evaluate work, and set goals • Identify, evaluate, and implement effective strategies • Connect content and transfer learning between contexts Characteristics of effective metacognitive activities: • Facilitate student planning, monitoring, and reflection • Are offered before, during, and after learning • Occur in various settings (individuals, pairs, small group, large group)

12. Metacognition in Practice (III) Exit Cards I understand…. I do NOT understand….

13. Metacognition in Practice (IV) SRL prompts Many students (of all ages) do not self-regulate their learning • Planning Questions (before learning):What do you already know about ______? • Monitoring questions (during learning):What have you learned so far? What questions do you have and/or is there anything you do not feel like you understand? • Reflection (after learning): What did you learn about _______? What challenges did you face? What areas still confuse you?

14. Metacognition in Practice (V) KWL Charts Provide opportunities for students to express: what they know (K); want to know (W); have learned (L)

15. Metacognition in Practice (VI) Metacognitive Note-taking Dynamic interplay between content & understanding

16. Metacognition in Practice (VII) Wrappers Surrounds existing assignment/activity and encourages metacognition • Lecture wrappers: 3 important points • Exam wrappers: Predict exam performance, describe study strategies; reflect and modify • Homework wrappers: Predict difficulty, reflect and modify

17. Metacognition in Practice (VIII) Promoting Metacognition through rubrics and Assignment Directions See Handouts