Metacognitive Issues in Student Engagement Jennifer Berg & Laura Baker

Agenda 1. opening moves 2. definitions 3. examples 4. ideas & resources 5. closure

Think-Pair-Share What does metacognition mean and why does it matter?

Metacognition Metacognition refers to awareness of one’s own knowledge—what one does and doesn’t know— and one’s ability to understand, control, and manipulate one’s cognitive processes. John Flavell (1976), who first used the term, offers the following example: I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact.

Cognitive Strategies vs. Metacognitive Strategies Cognitive strategies are the basic mental abilities we use to learn. For example – recalling information from memory – making associations between different pieces of information – comparing and contrasting different pieces of information – analyzing text, images, and sounds

Cognitive Strategies vs. Metacognitive Strategies Metacognitive strategies are more general mental processes we use to make sure the learning happens. For example – planning how to approach a learning task – using appropriate skills and strategies to solve a problem – monitoring one’s own comprehension – evaluating progress toward the completion of a task

Why Teach Metacognitive Skills? Learners “construct knowledge” using cognitive strategies; they guide, regulate, and evaluate their learning using metacognitive strategies It is through “thinking about thinking,” this use of metacognitive strategies, that real learning occurs As students become more skilled at using metacognitive strategies, they gain confidence and become more independent as learners

Metacognitive Issues: Fear and Learning in the First Year Student brain has to answer two questions – am i safe – is this interesting or important if the answer to either is no, learning isn’t an option

implications for the classroom soft and fluffy sounding action make your classroom safe and a known environment pimp your topic empower them to learn explore with them engage them science support justification amygdala trumps rest of brain must think effort will work connect to prior knowledge neural pathways

Metacognition in Action Laura: Think Aloud Jenn: Cognitive Mapping

Resources books: – brain rules, John Medina – how learning works, Ambrose et all – why don’t students like school, Willingham handouts

3-2-1 Summary What are three ideas that have captured your attention from today’s discussion? What are two questions that you are still thinking about related to these topic? What is one thing that you will remember long after this meeting is over?