Metacognition and Motivation 2:30-4pm

Initial Reflection: When you have been really successful at achieving academically, what were some of the behaviors you can identify that helped you? Record your thoughts and be prepared to share with your neighbors. Use the yes/no cards provided to indicate when you’re ready to share your thoughts with your neighbor (no when you’re reflecting, and yes when you’re ready to talk)

Factors that influence learning Student motivations Personal Characteristics of Student Course Outcomes Course Context Student self-regulation of learning Research indicates that there are variables that moderate the outcomes of the course and those factors need to be addressed in our teaching practices. Self-Regulation is the ability for a student to know what they need to do in order to be successful in a task, which strategy is most effective in employing for a given task, monitor their progress as they go, and reflect in order to improve for the future. adapted from Pintrich & Zusho (2007). Student Motivation and Self-Regulated Learning in the College Classroom. In R. P. Perry & J. C. Smart (Eds.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective (pp. 731-810). Dordrecht: Springer.

Seven Research Based Principles Prior knowledge can help or hinder learning Organization of knowledge influences learning and application Motivation determines, directs, and sustains learning Mastery requires acquiring, integrating, and applying component skills Goal-directed practice coupled with targeted feedback enhances student learning Students’ level of development interacts with course social, emotional, & intellectual climate to impact learning Students must learn to monitor and adjust their approaches to learning to be self-directing Ambrose et al., 2010

“Students’ level of development interacts with course social, emotional, & intellectual climate to impact learning” Student Engagement Students need to interact with their peers (Summers & Svinicki, 2007) and feel a part of a community (Tinto, 2006) Authentic content Problems should be real and meaningful (Ambrose et al., 2010)

“Motivation determines, directs, and sustains learning” Many ways to think about motivation, key ideas for classroom are: Expectancy x Value (Eccles & Wigfield, 2002) What students need to maintain motivation Goal Theory (Locke & Latham, 2002) Goldilocks approach to teaching Mindset (Dweck, 2006) How students think about their learning matters

Growth vs. Fixed mindset Take a moment to talk to your neighbor(s) what you already know about growth vs. fixed mindset Growth vs. Fixed mindset Growth: What it takes to be successful requires practice, effort and appropriate strategies Michael Jordan may have said it best Fixed: You are born with inherent abilities and if you can’t already do it, you may as well not try Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House.

How would you expect a student with a growth mindset to respond to a failing grade? Blame the instructor Drop the Class Try again with new strategies Try again with the same strategies

Success of Others As a Result “Intelligence is static” “Intelligence can be developed” Fixed Growth Leads to a desire to look smart and therefore tends to: Leads to a desire to learn and therefore tends to: Challenges Avoid Embrace Obstacles Give up easily Persist in light of setbacks See effort as fruitless or indicative of failure Effort See effort as a path to mastery Ignore useful negative feedback Criticism Learn from criticism Success of Others Find lessons and inspiration from Feel threatened by As a Result May plateau early and achieve less than full potential or worse… They reach ever higher levels of achievement https://www.brainpickings.org/2014/01/29/carol-dweck-mindset/

Providing Feedback Using “we” in phrases, not just “you” We can reach the standard… Establish Group Norms Emphasize effort over skill “You’re improving, your efforts are really paying off” INSTEAD OF, “You’re really good at this” Struggling on this assignment doesn’t mean you can’t get it, it means you’re learning it. Your brain is making connections that are not strong yet.

As an instructor, what might be an example of providing growth-mindset feedback? No matter where you start, everyone can improve and grow with effort, using the right strategies No one is good at everything, but it is important that you get through this Keep trying, and you’ll get it I’m glad that you are growing and the work is becoming easier for you right strategies

Your turn… Your student comes to your office very upset, “Everyone else gets it so much faster than me because they are smarter than I am. I’ll never be able to do this.” How could you respond to promote a growth mindset?

Factors that influence learning Student motivations Personal Characteristics of Student Course Outcomes Course Context Student self-regulation of learning Research indicates that there are variables that moderate the outcomes of the course and those factors need to be addressed in our teaching practices. Self-Regulation is the ability for a student to know what they need to do in order to be successful in a task, which strategy is most effective in employing for a given task, monitor their progress as they go, and reflect in order to improve for the future. adapted from Pintrich & Zusho (2007). Student Motivation and Self-Regulated Learning in the College Classroom. In R. P. Perry & J. C. Smart (Eds.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective (pp. 731-810). Dordrecht: Springer.

Self-Regulated Learning Cycle Work from Lukes & McConnell, 2013 Effort + Strategies Students determine what they need to learn, establish goals, and decide how they will study (choosing strategies and tactics). Planning “Closing the loop” Students continue with strategies and tactics they decided worked and change those that didn’t. Regulation Action Reflection/ Metacognition Students apply specific strategies and tactics to learn material. Students think about what they did and determine why they did or did not meet their goals.* *Reflection includes monitoring (keeping track of thoughts, feelings, and behavior), evaluation (comparing results to goals), and analysis (deciding if the approach used is effective and appropriate).

Self-Directed Learning Model “Students must learn to monitor and adjust their approaches to learning to be self-directing” Self-Assessment Metacognition is the process of reflecting on and directing one’s own thinking (Pellegrino et al., 2001) Self-Regulation Self-Directed Learning Model (Lukes & McConnell, 2014; Zimmerman, 2001) Planning Action Reflection Regulation

Application Go through the provided handout in pairs, select one of the activities described. Determine which stages of the self-regulated learning cycle are addressed and how. Are there ways to make sure students “close the loop” on this? We’ll share out our findings. A slightly different version of this model is presented on the web page—but to avoid complication, focus on the model provided in this presentation. Give you ~8 mins to pick a topic and brainstorm with your neighbor. The key here is to consider the what and the hows… Ask for volunteers to share out, start with last volunteered and move backward: which strategy, stages and how, how does one assure the “loop is closed” (how do they learn from their failures and successes?). Model is also available on 2-23

What does it all mean for faculty? Instructional: Clear learning objectives that are explicitly aligned with assessments Regular assignments with effective & timely feedback Explicit directions on strategies for studying Help students to identify what strategies worked and what didn’t

Application Think about one of your classes : Plan for one specific activity in your own class that will help target some aspect of the self-regulated learning cycle Identify which aspects of the cycle are addressed. What are the greatest challenges in implementing this activity with your students? Recognize we have a range of class levels represented, my research is primarily at the intro level, but research has shown that even graduate students need assistance in fostering and developing their SRL—so the trick is considering YOUR population and how you can target some of these activities to be appropriately leveled for your audience.

Everyday learning behaviors leads to higher achievement/success Student motivations Personal Characteristics of Student Course Outcomes Course Context Student self-regulation of learning By successfully engaging in self-regulated learning, students get feedback that helps them to be successful, this ultimately leads to greater levels of motivation and higher levels of self-efficacy will lead to stronger identification with geoscience identity and persistence to continue on. In particular, if we recognize that there is always room for improvement, we are fostering a growth mindset with our students: outcomes of which are on 2-24. Ongoing feedback adapted from Pintrich & Zusho (2007). Student Motivation and Self-Regulated Learning in the College Classroom. In R. P. Perry & J. C. Smart (Eds.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective (pp. 731-810). Dordrecht: Springer.