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Metacognition Theory

Metacognition Theory. The Key to Improving Student Learning. Presenters: Noe Granado & Blanca Pena EDCI 6304 – Dr. Garcia – Fall 2011. Welcome. Please be sure you have signed in. Introduce yourself to your “new friends” close to you. Take a minute to look though your handouts.

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Metacognition Theory

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  1. MetacognitionTheory The Key to Improving Student Learning Presenters: NoeGranado & Blanca PenaEDCI 6304 – Dr. Garcia – Fall 2011

  2. Welcome • Please be sure you have signed in. • Introduce yourself to your “new friends” close to you. • Take a minute to look though your handouts. • Coffee and snack by the entrance.

  3. Why are we here?

  4. Directed Paraphrasing In two or three concise sentences, define metacognition. Write a definition that will make sense to your colleagues, one that faculty in any academic discipline will understand. Metacognition is . . .

  5. Directed Paraphrasing-con’t • Share your definition with someone sitting near you. What aspects of your partner's definition did you find of interest? • Share with the class.

  6. What is Metacognition? • Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously: • monitoring your progress as you learn • making changes and adapting strategies • It's about self-reflection, self-responsibility and initiative, as well as goal setting and time management. (Winn, W. & Snyder, D., 1998)

  7. Definition • Thinking about thinking It’s like arguing with yourself. - Paris (1986)

  8. Why is it Important? • As students become skilled at using metacognitive strategies, they gain confidence and become more independent learners. • Independence leads to ownership as student's realize they can pursue their own intellectual needs and discover a world of information at their fingertips.

  9. Self-Regulation and Motivation • Most closely associated with a teacher’s instructional practices. • The teacher’s metacognitive practices, if done effectively, can lead to student self-regulation.

  10. How can teachers help? • Teachers can help learners apply metacognitive strategies to help them understand what happens during the learning process to help them develop stronger learning skills.

  11. Basic Metacognitive Strategies • Connecting new information to former knowledge. • Selecting thinking strategies • Memorization • Outlining • Mnemonics • Self testing • Planning, monitoring, and evaluating thinking processes. Planets?My, Very Educated Mother Just Served Us Nine Pizzas. (Exploring the solar system, 2008)

  12. Example of Stategies

  13. Instructional Strategies - 1 • Make students aware they are responsible for their own learning. • State objectives or learning outcomes. • Provide practice tests and homework. • Provide guided practice before homework. • Have students participate in complex tasks such as presentations and report writing.

  14. Instructional Strategies - 2 • Monitor student progress; provide feedback • Distinguish deep and surface learning • Promote reciprocal teaching and reading. • Provide info about reading techniques. • Teach content in multiple contexts - reading, discussion, labs, demos, presentations. • Provide abstract representations.

  15. Instructional Strategies - 3 • Address preconceptions. • Identify relevant knowledge and skills. • Explicitly define and characterize metacognitive and self-regulatory approaches. • Teach mastery skills - provide information about study skills, time and effort. • Set high expectations for student performance.

  16. Instructional Strategies - 4 • Use mnemonics • Informal assessment should focus on making students’ thinking visible to both teachers and students. • Encourage reflection and revision. • Provide timely and useful feedback. • Planning for instruction should include an analysis of required knowledge and skills required for problem solving.

  17. Planning Monitoring Evaluating Resourcing Grouping Note taking Pre-testing Complex tasks Summarizing Deduction/induction Concept mapping Peer instruction Elaboration Socratic dialogues KWL structures Graphical organizers Simple Strategies

  18. Brain Break 1 2 3 4 5 6 7 8 9 U U U U U U U U U You have 9 stables but there are 10 horses to put away. How do you fit 10 horses in 9 stables?

  19. Brain Break

  20. Studies • Studies show that increases in learning have followed direct instruction in metacognitive strategies. • These results suggest that direct teaching of these thinking strategies may be useful, and that independent use develops gradually (Scruggs, 1985).

  21. References • Brooks, J. G. (1999). The Case For Consturctivist Classrooms. Alexandria: Association for Supervision and Curriculum Development. • Paris, S.G., & Oka, E.R. (1986). Children's reading strategies, metacognition, and motivation. Developmental Review, 6, 25-56. • Ridley, D.S., Schutz, P.A., Glanz, R.S. & Weinstein, C.E. (1992). Self- regulated learning: the interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education 60 (4), 293-306. • Scruggs, T.E. (1985) - Facilitating the acquisition of science facts in learning disabled students. American Educational Research Journal, 22, 575-586. • Winn, W., & Snyder, D. (1996). Cognitive Perspectives in Psychology. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 112-142). New York: Macmillan.

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