Metacognition Faculty In-Service

Tuesday

· TU Faculty In-Service 2021-2022·

SLIDESMANIA.COM

The Use of Metacognitive Strategies to Increase Awareness of Thought Processes

Aug. 17th.

Agenda

Think About It What is distracting you and what can you control? (i.e. put phones away, sit closer, etc.).

What is Metacognition? (2 m.)

Why Use it? (3 m.)

Strategies & Ideas (10 m.)

Eval from Dr. Floyd (5 m.)

Session:

40min

SLIDESMANIA.COM

Plan: Think-Pair-Share (20 m.)

Metacognition

Time to Brainstorm: Before Lesson

SLIDESMANIA.COM

Note-taking

What is Metacognition?

Thinking about your Thinking

● Defined as: ○ The processes used to plan, monitor, and assess one’s understanding and performance (Chick, 2013)

own cognitive processes (Flavell,1976)

SLIDESMANIA.COM

○ One’s knowledge concerning one’s

Domains of Metacognition ● Reflection

A Process That Develops Over Time

○ Knowledge about oneself as a learner, why/when to use strategies. ● Self-regulation ○ Plan, monitor, regulate & evaluate

(Darling-Hammond et al., 2003; Schraw & Moshman, 1995)

SLIDESMANIA.COM

learning.

■ Identify prior knowledge & articulate new learning ■ Evaluate & revise work ■ Develop learning style & strategies ■ Increase abilities to transfer/adapt learning ■ Increase self-regulation ■ Communicate knowledge, skills, and abilities ■ Set goals & monitor progress ■ See learning as meaningful

SLIDESMANIA.COM

Why Use Metacognition?

Impact on Students

Pause and Reflect

Individually

■ What are you currently doing?

■ What have you learned so far?

SLIDESMANIA.COM

■ What questions do you have?

Metacognitive Strategies

Incorporating Strategies

Activities that promote metacognition should:

(Darling-Hammond et al., 2003)

SLIDESMANIA.COM

■ Facilitate equal participation ■ Ensure students do most of the talking ■ Take place before, during, and after an experience ■ Utilize a variety of configurations (individual, pairs, groups)

Mental Modeling ..or Think Alouds • • • • •

SLIDESMANIA.COM

Focus the learners’ attention Stress the value of the demonstration Talk in a conversational manner Make the steps simple and obvious Use pacing & exaggeration to highlight certain items for memory • Example

Strategy #1

Facilitating Discussion

Strategy #2

● Think-Pair-Share ○ Pose a question. Students solve alone, in partners/small groups, then share with the class.

○ Example ● Jumpstart Journals ○ At the start of each class or discussion, pose a ○ ○

Give five minutes to write down responses used to “jumpstart” a discussion or the next activity Example

SLIDESMANIA.COM

question

• Give students a problem to solve • Collect & make two piles: Yes & No • Choose your favorite incorrect answer intentionally based on common errors/misconceptions • Rewrite problem on board • Have students analyze it- focus on positive first, “What is done correctly?”

• Example

SLIDESMANIA.COM

My Favorite No

Strategy #3

● Pre-Assessment ○ “What do I already know about this topic that would guide my learning?” ● Retrospective Post-Assessments ○ “Before this course, I thought…..Now I think…..” ● The Muddiest Point ○ Practice in Identifying Confusions: “What was most confusing about the material in class today?” ● Reflective Journals ○ Monitor thinking: “What about my …. worked well that I should do next time? ● Link Assignment to Course Objectives ○ Ask students to think about why you chose an assignment

SLIDESMANIA.COM

During Explicit Instruction

Strategy #4

● "Stop and take Stock" ○ During class, ask students to pause for 1-2 minutes to refocus, think, & ask questions ● Don’t Focus on the Correct Answer ○ Focus on the process & reasoning ● Use a Lecture Wrapper ○ Beginning of class-highlight an active listening strategy ○ End of class- students share three important ideas ○ Then, present ideas you consider important to help students self-monitor learning

SLIDESMANIA.COM

Digging Deeper

Strategy #5

● Checklists ○ Step By Step Problem Solving ● Rubrics ○ Use of checklists, scoring rubrics, examples of annotated student work ● Concept Maps ○ Open ended or fill in during class ● Goal Setting ○ Educational, career, financial

SLIDESMANIA.COM

Organizational Tools

Strategy #6

● Tell students format of tests & exams ○ Discuss how this affects study strategies ● Give practice questions ○ Evaluate readiness for a quiz through frequent self-assessment ● Use an Exam Wrapper ○ How did you prepare for the exam? ○ Which questions did you find difficult to answer, and/or what kinds of errors did you make on the exam? ○ How do you plan to use this information?

SLIDESMANIA.COM

Tests and Quizzes

Strategy #7

●

●

●

Letter to future students ● What should incoming students expect to learn?

What will they find most challenging?

Index card Takeaways ● Identify a key concept learned that day & a next step (i.e. how they plan to implement what they learned) Figurative Transformation ● Describe transformation in the course through an extended metaphor like a superhero and describe (in words or in a drawing) ○ Story of transformation ○ Superpowers gained ○ Kryptonite (challenges/areas for improvement

SLIDESMANIA.COM

End of Lesson or Course

Strategy #8

● Be intentional about teaching metacognitive skills. ○ Identify opportunities to incorporate strategies ● Be explicit when teaching metacognitive skills. ○ Talk about why they are important ● Don’t overdo it. ○ Pick your spots and let other opportunities go

(Tanner, 2012)

SLIDESMANIA.COM

Implementation

Time to Plan!

Subject Specific IdeasThink- Pair- Share

Strategy Debrief

○ ○ ○ ○

Think alone (3 min) Find a partner in your field (2 min) Share ideas (5 min per person) Share with class (10 min)

SLIDESMANIA.COM

Identify a key concept learned today & a next step (i.e. how you plan to implement what you learned)

Please complete your Evaluation

Thank you!

SLIDESMANIA.COM

Check your email for a google form evaluation of today’s session sent from Stacey Floyd

Additional Resources

Continue Learning

❖ Universal Design for Learning Strategies Metacognitive Note Taking Interactive Notebook Templates

❖ Front Loading Activities for Reading ❖ Metacognitive Strategies - focus on Inclusion ❖ Activities for Metacognition- Depaul Teaching Commons ❖ Teaching Metacognitive Skills- University of Waterloo ❖ Vanderbilt University Center for Teaching Metacognition ❖ The Teacher Toolkit ❖ TU’s Online Instruction and Design Resources

SLIDESMANIA.COM

➢ ➢

References

Have a great day!

Chick, N. (2013). Metacognition. Vanderbilt University Center for Teaching.

Retrieved [July 25 2021] from https://cft.vanderbilt.edu/guides-sub-pages/metacognition/ Darling-Hammond, L.; Austin, K., Cheung, M., & Martin, D. (2003). Thinking about thinking: Metacognition. The learning classroom: Theory into practice.

Stanford University School of Education.

Flavell, John H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906–911.

Schraw G., & Moshman D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351-371.

Tanner, K.D. (2012). Promoting student metacognition. CBE-Life Sciences Education 11, 113-120.

SLIDESMANIA.COM

Henderson, C., & Harper, K. (2009). Quiz corrections: Improving learning by encouraging students to reflect on their mistakes. The Physics Teacher, 47(9), 581-585.