Agenda Introduction Theoretical and conceptual frameworks – Metacognition – Working framework – Your article’s theoretical framework Measures of metacognition – Strengths, weaknesses – Traditions – Examples Construct validity discussion SRL constructs and metacognition Promoting metacognition Burning thoughts

Introduction Personal history and background Lens from which I study metacognition – Measuring and promoting – A self-regulatory framework (e.g., strategies and motivational constructs) Some example studies – MAI, Jr. Mai – Expertise and Metacognition – Early childhood/Development – Middle school studies – Generality/Specificity – New measures – Promotion and conditional knowledge

Frameworks and Constructs Flavell, McCormick Chapter, Veenman introduction Flavell (1979) – Knowledge, Experiences, Goals (Tasks), Actions (Strategies) Brown (1978, 1987) – Knowledge and regulation of cognition Variations – Paris and others— ‘knowledge and control’ Agree to not agree? Activity – ID constructs and develop working model from homework – ID/Discuss frameworks as found (and not found) from articles

Brown Framework (Variation) DeclarativeConditionalProceduralPlanningMonitoringInfo. Manage.EvaluationDebugging Underlying conceptual framework for the MAI

Measures Think-alouds Confidence ratings Interviews Open-ended items Teacher (other) ratings Self-report scales Traces Behavioral measures

Measures Offline and online Triangulation Strengths and weaknesses SRL measures – Component parts – Divergent/convergent evidence Activity – Tie measures to identified constructs – Tie items to identified constructs – What strategy does your article employ?

Winne and Perry

Efklides, Anastasia

Burning Thoughts Which theoretical framework is most consistent with your views? Does it matter? Is our definition of metacognition ‘good enough’? How do you distinguish among metacognition, strategy use, and SRL? When might you use each known measure of metacognition?

Burning Thoughts Should we actively measure metacognition in schools? – If so, how and why? In what contexts and under what conditions should we ‘teach’ and promote metacognition? Overt or embedded curriculum? How much does practice matter?

Burning Thoughts How would you promote metacognition in a context of most relevance to you? Why should this work? How would you test the effectiveness?