Hierarchical Learning Metacognition Learning II Hierarchical Learning Metacognition Module 3 Learning II

Mastery Learning Bloom 1956 Planning learning experiences in a sequence Cognitive approach Big 6 Approach Understanding Module 3 Learning II

Knowledge The ability to repeat information, without necessarily understanding Recall factual information keywords list define name Reciting names of capital cities Tables Module 3 Learning II

Comprehension To be able to demonstrate an understanding group On a map of world color areas that were colonized by England To be able to demonstrate an understanding group classify Module 3 Learning II

Application To be able to transform information to find solutions List reasons why England was so invested in discovering new lands To be able to transform information to find solutions use previously learned information in a new situation key words interpret demonstrate Module 3 Learning II

Analysis The ability to break information down into various parts to explore relationships between components of information Key words analyse distinguish relate Module 3 Learning II

Final writing assignment Forbidden City may have caused you to think about the freedoms that we who live in democratic countries enjoy. Write an essay in which you contrast life in China to life in your country. Use specific details from both places in your essay. Module 3 Learning II

Freedom of Govern-ment Freedom of speech Religion Freedom of Govern-ment Freedom of speech China US Module 3 Learning II

religious significance Synthesis An essay on the religious significance to Aztec culture to combine information in order to uncover and develop relationships to be able to combine various pieces of information to form a new product Key words reorganize reformulate comment on connect Module 3 Learning II

Evaluation to make appraisals about information based on either external or internal standards to judge the value of the new information and make predictions Key words interpret judge justify predict Based on your understanding of trends in education, predict what skills will be necessary For High School graduates who are in Kindergarten now? Module 3 Learning II

Teaching a patron how to navigate the front page of the UW libraries in a reference interview Knowledge Comprehension Application Analysis Synthesis Evaluation Module 3 Learning II

Metacognition Knowledge of cognitive activity or processes Self-reflection Learning, memory, and problem-solving Emphasis on learning and learner Module 3 Learning II

Metacognition and Self-Direction Time Allocation Comprehension Brainstorming (divergence) Knowledge transfer Ann M. Dirkes, “Metacognition: Students in Charge of Their Thinking," Roeper Review 8 (1985): 96-100. Module 3 Learning II

Metacognition and Problem Solving Identifying and defining problems Mentally representing problems Planning how to proceed Evaluating your performance Janet E. Davidson, Rebecca Deuser, and Robert J. Sternberg, “The Role of Metacognition in Problem Solving,” in Metacognition, Janet Metcalfe and Arthur P. Shimamura, eds. (Cambridge, Mass.: MIT Press, 1994): 207-226. Module 3 Learning II

Developing Metacognitive Behavior Identifying the known and unknown Initial statement Revise during the thinking process Talking about thinking Think aloud (Who Wants to Be a Millionaire?) Develop vocabulary to describe thinking Elaine Blakey and Sheila Spence, “Developing Metacognition,” ERIC Digests ED327218 (1990), available online http://www.ed.gov/databases/ERIC_Digests/ed327218.html. Module 3 Learning II

Developing Metacognitive Behavior Keeping a thinking journal Awareness of ambiguity and inconsistency Dealing with difficulty Planning and self-regulation Estimating time Organizing materials Scheduling Procedures Module 3 Learning II

Developing Metacognitive Behavior Debriefing the Thinking Process Review thinking activity – processes and feelings Classify related strategies Identify most useful activities Self-Evaluation Individual conferences Checklists Module 3 Learning II

In summary Your approach to designing your program depends on the way you see your learners Good teachers vary techniques and strategies Learner control and ownership of the learning Attention, relevant, confident , satisfied Module 3 Learning II

How do you implement this? User perspective -your assignment 4 employed Ts $150 x 4 Released 8 T + 2 assistants Repeated session am/ pm Total 10 $600 User needs Training and education My case: Integration of technology curriculum Scenario Survey Determined needs Proposal: budget; outcome; outline Pilot scheme Evaluation Critical thinking skills Module 3 Learning II

Plan Study users Get support- make teams Assess users needs Find out more about them Availability Level Set up a pilot Assess Report Module 3 Learning II