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Instructional Strategies for Metacognitive Development

Instructional Strategies for Metacognitive Development . Gypsy Denzine , Ph.D., Associate Vice Provost for Engagement & Outreach, West Virginia University & Thomas G. Fetsco , Ph.D., Director of the Initiative on the Study of College and Career Readiness (ISCCR) April 30, 2014

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Instructional Strategies for Metacognitive Development

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  1. Instructional Strategies for Metacognitive Development Gypsy Denzine, Ph.D., Associate Vice Provost for Engagement & Outreach, West Virginia University & Thomas G. Fetsco, Ph.D., Director of the Initiative on the Study of College and Career Readiness (ISCCR) April 30, 2014 2014-15 (Year 3) AZ GEAR UP Planning meeting

  2. Conceptions of College Readiness: What’s Missing? “Metacognitive and self-system thinking are critical but under-emphasized or absent” (p. 2) Lefkowits, L., Woempner, C., Kendall, J., & Frost, D. (2009). College readiness: A McREL report prepared for Stupski Foundation's Learning System. Denver, CO: Mid-continent Research for Education and Learning. Downloaded on4-15-2014 from http://www.mcrel.org/products-and-services/products/product-listing/01_99/product-30#sthash.G6qnC09C.dpuf .

  3. What is Metacognition? Metacognitive Knowledge—Person, Task, and Strategy Metacognitive Regulation—Planning, Monitoring, Self-Correcting, Selecting (Matching approach to person and task) Metacognitive Beliefs—Motivational Beliefs, Particularly Achievement-related Beliefs

  4. General Implications of Metacognition for Instruction Teaching content strategically Teaching specific tactics and strategies to learners Developing strategic learners

  5. A Culture of Metacognition Learning is re-conceptualized as problem solving. At least some academic tasks must be perceived by students as both important and moderately challenging. Learning is a topic of conversation. Assessments are viewed as learning opportunities. Students are taught how to act strategically. Students’ believe in their ability to succeed at moderately challenging tasks.

  6. Where to Begin Monitoring is at the heart of self-regulation. "It ain't so much the things we don't know that get us in trouble. It's the things we know that ain't so." Charles Farrar Browne (Artemus Ward) (April 26, 1834-March 6, 1867)

  7. Encourage Students to Self-Reflect Communicate why self-monitoring is important. Make sure that assessment directions, purposes, and success criteria are clear. Provide self-monitoring opportunities during formative assessments. Provide cues/prompts in assessments that encourage strategic behavior. Gradually fade those prompts. Encourage peer-to-peer opportunities for strategic discussions. Provide success and coping modeling for learners.

  8. True or False? It is a best to stay with your first response on multiple choice tests, because your first response is most likely to be correct.

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