Metacognition Theory

The Key to Improving Student Learning

Presenters: Noe Granado & Blanca PenaEDCI 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.Coffee and snack by the entrance.

Why are we here?

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 . . .

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.

What is Metacognition?

Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously:monitoring your progress as you learnmaking 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)

Definition

Thinking about thinking

It’s like arguing with yourself.

- Paris (1986)

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.

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.

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.

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 UsNine Pizzas.

(Exploring the solar system, 2008)

Example of Stategies

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.

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.

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.

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.

Simple Strategies

• 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

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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).

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.