METACOGNITION
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April Faculty Workshops 4/28 and 4/29
GOALS:
• Know what metacognition is • Understand that metacognition is an often overlooked but important component of learning • Understand the role metacognition plays in student learning • Be able to employ exercises in your classroom that support metacognition and help to improve learning
It’s hard to think about thinking, unless you think about thinking about something. ~Seymour Papert
So what is Metacognition?
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METACOGNITION met·∙a·∙cog·∙ni·∙tion higher-‐‑order thinking that enables understanding, analysis, and control of one’s cognitive processes, especially when engaged in learning.
3b: Using ques-oning / prompts and discussion
Teacher uses a variety or series of ques1ons or prompts to challenge students cogni1vely, advance high level thinking and discourse, and promote
meta-‐cogni0on. Students formulate many ques1ons, ini1ate topics and make unsolicited contribu1ons. Students themselves ensure that all voices are heard in the discussion.
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The term metacognition is located in the teacher rubric…
Think about your students…
QUESTION…
How can we get students to move from simply wanting to know the “right answer” to truly understanding the concepts and ideas that we’re teaching?
ONE POSSIBLE ANSWER…
Employ one metacognitive skill/ activity each lesson
Metacognitive activities can be a/an: • Do now • Check for understanding • Assignment or Test “Wrapper”
Do Now Activity Have the following questions on the board when your students enter the classroom: • How have I prepared for class today? • What’s the best way for me to prepare for a class like this one? What are some possible answers that you might receive? Which of these responses best supports the development of metacognitive skills?
Check for Understanding Are they ge_ing the main ideas? • Before beginning a lecture or any type of presentation, tell the students that at the end they will be asked to write down what they thought were the three most important ideas in the presentation (make two copies) • Next provide the students with some tips regarding how to be “active listeners” • Look for ideas identified through multiple examples • Notice any changes in the speakers voice or body language when discussing a particular topic or idea • Try to identify a central theme or idea that connects key points throughout the presentation
Check for Understanding continued… • When the presentation is complete, collect the student responses and then share with the students what the three most important ideas were FOOD FOR THOUGHT • Research indicates that after doing this three times (with successively less support), student responses increasingly matched the instructor'ʹs: 45% the first time, 68% the second time, and 75% the third
Assignment “Wrappers” • An assignment “wrapper” asks the student to complete a short pre and post assignment questionnaire • Typical pre assignment questions include: • How comfortable are you answering questions on this topic? • What previous knowledge do you have about this topic? • What skills/knowledge do you think you’ll need to complete the assignment correctly? • Typical post assignment questions include: • How comfortable were you answering the questions on this topic? • How well do you think you did on the assignment? • After completing this assignment, do you have further questions or misunderstandings about this topic?
Test “Wrappers” • A test “wrapper” asks the student to complete a short post test reflection sheet • On the reflection sheet students are asked to: • Describe their study strategies • Analyze the mistakes they made • Plan their study strategies for the next exam • These reflection sheets are returned to students before the next exam, so that they can make use of the ideas they had when the previous exam was still fresh in their minds.
Partner Activity Turn to the person next to you and briefly discuss the following statement: • Metacognition acts like a bridge that spans the gap between knowing and understanding.
Group Discussion In what ways do you think these activities will help to improve greater student understanding?
GOALS:
• Know what metacognition is • Understand that metacognition is an often overlooked but important component of learning • Understand the role metacognition plays in student learning • Be able to employ exercises in your classroom that support metacognition and help to improve learning