metacongitive strategies to facilitate student learning in ... · a taxonomy for learning,...

MetacongitiveStrategiestoFacilitateStudentLearninginGenomicBiology

Preparedby:BobLocy,AuburnUniversity

Bytheendofthispresentationyoushouldbeableto:

• Explainwhatmetacognitionisandhowitaidsyouinunderstandingyourlearning.

• Discusstheprinciplesofhowlearningworks.• Evaluateyourlearningstrategiesandcommittoimprovingstrategies.

WhatisMetacognition?Awareness,knowledge,andunderstanding

ofyourownlearningprocesses.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

ThreeTypesofMetacognitiveKnowledge

• Knowledgeofstrategiesappropriatetotasks– HowmightImosteffectivelylearnordo“X”?

e.g.annotating,answeringprompts,doingproblems?

• Knowledgeofstrategyeffectiveness–Whatworked;whatdidn’t?WhatcanIdobetter/differentlytoimprove?e.g.Postassignmentassessmentrubric

• Knowledgeofself– Whatmotivatesmetolearn?DoItakeresponsibilityformylearning?How

canIusemystrengthstoaddressmyweaknesses?DoIavoidachallenge?AmIwillingtochangemystrategiestoimprovemylearrning?

Pintrich,2002,TheoryintoPractice,41,219=225.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

- KnowledgeofMetacognitiveStrategyHowLearningWorks

1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply

knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto

learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan

ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,

emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.

Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

- KnowledgeofMetacognitiveStrategyHowLearningWorks

1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply

knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto

learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan

ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,

emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.

Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

- KnowledgeofMetacognitiveStrategyHowLearningWorks

1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply

knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto

learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan

ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,

emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.

Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

- KnowledgeofMetacognitiveStrategyHowLearningWorks

1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply

knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto

learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan

ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,

emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.

Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

- KnowledgeofMetacognitiveStrategyHowLearningWorks

1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply

knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto

learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan

ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,

emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.

Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

- KnowledgeofMetacognitiveStrategyHowLearningWorks

1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply

knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto

learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan

ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,

emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.

Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

- KnowledgeofMetacognitiveStrategyHowLearningWorks

1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply

knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto

learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan

ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,

emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.

Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Noviceproblemsolvers

Schoenfeld,1987,What’sallthefussaboutmetacognition?In:CognitiveScienceandMathematicsEducaiton,A.H.Schoenfeld,Ed.,LawrenceErbaumAss.,Inc.Hillsdale,NY.

Expertproblemsolvers

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

ThreeTypesofMetacognitiveKnowledge

• Knowledgeofstrategiesappropriatetotasks– HowmightImosteffectivelylearnordo“X”?

e.g.annotating,answeringprompts,doingproblems?

• Knowledgeofstrategyeffectiveness–Whatworked;whatdidn’t?WhatcanIdobetter/differentlytoimprove?e.g.Postassignmentassessmentrubric

• Knowledgeofself– Whatmotivatesmetolearn?DoItakeresponsibilityformylearning?How

canIusemystrengthstoaddressmyweaknesses?DoIavoidachallenge?AmIwillingtochangemystrategiestoimprovemylearrning?

Pintrich,2002,TheoryintoPractice,41,219=225.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

ThreeTypesofMetacognitiveKnowledge

• Knowledgeofstrategiesappropriatetotasks– HowmightImosteffectivelylearnordo“X”?

e.g.annotating,answeringprompts,doingproblems?

• Knowledgeofstrategyeffectiveness–Whatworked;whatdidn’t?WhatcanIdobetter/differentlytoimprove?e.g.Postassignmentassessmentrubric

• Knowledgeofself– Whatmotivatesmetolearn?DoItakeresponsibilityformylearning?How

canIusemystrengthstoaddressmyweaknesses?DoIavoidachallenge?AmIwillingtochangemystrategiestoimprovemylearrning?

Pintrich,2002,TheoryintoPractice,41,219=225.

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Metacognitiveknowledgeofselfaffectedby:

– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains

– Stageofintellectualdevelopment–Motivationtochange/stretch/learn

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Accurateself-awareness

Sitatisticsfrom011HigherEducationResearchInstituteStudy

Studyingwasn’tnecessaryinhighschool• 60%offirst-yearstudentsspentlessthansixhoursper

weekdoinghomeworkin12th grade.• 50%graduatedhighschoolwithan“A”average.Thisleadstothemisconceptionthathighschoolstudypracticeswillworkincollege,andpromotesahighconfidencelevelwhentheentering college.

Atleastuntiltheytaketheirfirstcollegetest.Failuretorecognizeandremediatethismisconceptioncanleadtodisappointment,changesinmajor,andevenattrition.

Implieslackofresilienceisoftenlinkedtomindset.

Metacognitiveknowledgeofselfaffectedby:

– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains

– Stageofintellectualdevelopment–Motivationtochange/stretch/learn

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Mindset

FixedIntelligenceisstatic;Youhaveafixedamountofit.

GrowthIntelligencecanbedeveloped;youcangrowit.

Dweck,Carol(2006)Mindset:ThenewPsychologyofSuccess.RandomHouse,NewYork.

Metacognitiveknowledgeofselfaffectedby:

– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains(levels)

– Stageofintellectualdevelopment–Motivationtochange/stretch/learn

Mod

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from

Dr.EllenGo

ldey,W

offordCollege

TheRevisedBloom’sTaxonomyofCognitiveDomains

Remembering– LowlevelRecalling/recognizingspecificinformation,includingfacts,terminology,conventions,criteria,methodology,principlesandtheories.Samplemetacognitiveactivity:Developflashcardstoremember/definekeyterms;discussbenefitsandlimitsoftechniquewithpeers.

ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.

LowerLevel

HigerLevel

TheRevisedBloom’sTaxonomyofCognitiveDomains

Understanding– LowerMiddleLevelComprehendinganycommunication(text,lecture,article,graph,etc.)throughexpressingitinanotherform(ownwords,newconfiguration,extrapolation,etc.).Samplemetacognitiveactivity:Provideyourownsummaryofthekeyfindingsofaresearcharticlein70wordsorless;peersassessforplagiarismandaccuracy.

ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.

LowerLevel

HigherLevel

TheRevisedBloom’sTaxonomyofCognitiveDomains

Applying– MiddlelevelTakingaprincipleorprocesspreviouslylearnedandapplyingitinanewsituationwithoutbeingtoldtodoso.Examplesincludeapplyingsocialsciencegeneralizationstospecificsocialproblemsorapplyingscientificormathematicalprinciplestopracticalsituations.Samplemetacognitiveactivity:constructatablefordatacollectionbasedonagivenexperimentaldesignandappropriatestatisticalanalysisofthedata;thenarticulatetopeerswhatstepsyouemployedinworkingthisthrough.

ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.

LowerLevel

HigherLevel

TheRevisedBloom’sTaxonomyofCognitiveDomains

Analyzing– HighLevelBreakingatopicorproblemintoitsseparatecomponents,deducingtheirrelationships,andunderstandingtheirpatternoforganization.Examplesincludededucingunstatedassumptions,detectingcauseandeffectrelationships,andcomparingandcontrastingmethodsofinquiry.Samplemetacognitiveactivity:Teamsofstudentsdevelopaconceptmapofadifficultconcept;thenteamscomparemapsanddescribereasoning.ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.

LowerLevel

HigherLevel

TheRevisedBloom’sTaxonomyofCognitiveDomains

EvaluatingHighLevelMakingvaluejudgmentsaboutideas,solutions,methods,andsoforth,basedontheuseofeitherquantitativeorqualitativecriteriaorstandards.Examplesincludeevaluatingtheappropriatenessofahealththerapy,critiquingtheauthor(s)explanationsofexperimentalresults,orassessingtheethicalimplicationsofaparticularcourseofaction. Samplemetacognitiveactivity:Workinteamstoreflectuponandcomparepersonalstudypracticesandproposealistofbestpractices.

ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.

LowerLevel

HigherLevel

TheRevisedBloom’sTaxonomyofCognitiveDomains

Creating– HighlevelBuildingsomethingnewthroughsynthesis,integration,andimagination.Examplesincludeperformanceorvisualizationofabstractconcepts,proposingnovelwaystotesthypotheses,andintegratinginformationfromdisparatesourcestoconstructnewknowledge.Samplemetacognitiveactivity:Developagroupskittomodeladifficultconcept;thenwriteareflectiveessayonhowtheactivityinfluencedlearning.ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.

LowerLevel

HigherLevel

ActivitiesRelatedtoLower&HigherBloomLevelsMod

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from

Dr.EllenGo

ldey,W

offordCollege

Remembering

Understanding

Applying

Analyzing

Creating

Evaluating

Metacognitiveknowledgeofselfaffectedby:

– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains

– Stageofintellectualdevelopment–Motivationtochange/stretch/learn

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Metacognitiveknowledgeofselfaffectedby:

– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains

– Stageofintellectualdevelopment–Motivationtochange/stretch/learn

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

GettingMETAonMotivation

• WhatImpactsstudentmotivation?– Emotions– Relevanceofcoursecontentandskillstoself/world

– Connectednesstopeers/instructor/department/institution

Mod

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from

Dr.EllenGo

ldey,W

offordCollege

Summary• Metacognitionisanawareness,knowledge,and

understandingofyourlearningprocess.• Todothisweconsider3typesofmetacognitiveknowledge;

i.e.knowledgeoflearningstrategies,andtheireffectiveness,andknowledgeofourselves,ourstrengthsandweaknesses.

• Identifyingmisconceptions,andhowyouorganizeyourknowledgeinfluencelearning.

• Goal-directedpracticeandtargetedfeedbackcombinesforanongoingmetacognitivecycleoflearning.

• Successisachievedwhenwemoveourlearningtohigherlearninglevels.

• Yourleveloflearningdevelopmentinteractswithyoursocial,emotional,andintellectual“climate”toimpactyourlearning.