Metacognition ESPY 6304 Art Aguilar David Brook Park

Answer the following questions:  1. What do you know about how you personally learn a new concept?  2. What are some tools that you employ to learn?  3. Why do you think that these tools are effective for you?

Self-Assessment Activity  1. Did you understand the directions for the assignment?  2. What were you thinking when you worked on the assignment?  3. How would you evaluate your ability to concentrate on the assignment?

What is the meta- in metacognition?  After  Beyond  Adjacent  Behind

What is cognition?  Thinking  Something known  Awareness

What is Metacognition?  Thinking about thinking  Self-knowledge about your learning style  Monitoring your own learning  Knowing what you do and do not know

Fundamentals of Meta-cognition (MC) cont.  Assess ones own knowledge and thinking process (Joseph, 2010)  MC is supported by 1.Theory 2.Practice

MC in Theory  Cognitive theory suggests students are able to: Guide learning of complex tasks Monitor progress Change course Identify and asses intellect

MC in Theory (cont).  MC Theory can influence educational practice  Young learners  Adult learners

MC in Practice Examples: 1.Student questionnaires 2.Reflective thinking 3.Reciprocal teaching

MC in Practice Ex. Reciprocal Teaching  Reading Technique  Students create their own questions  Student uses self-teaching  Student has insight on own learning style

MC Practices  Schools utilize MC for problem solving in:  Primary education  Secondary education  A variety of Subjects

MC in Practice (cont.) Problem Solving in a variety of Subjects  Math  Science  Foreign Language Acquisition

MC in Foreign Language  MC is related to the brain  Language acquisition is related to the brain  MC can help in foreign language acquisition

John Flavell: Metacognition Theory  Foundation Researcher  Influenced by Piaget

MC in Mathematics and Human Development  MC used in Math learning  Processing Speed  Executive Functions of the brain

Metacognition  Processes  Strategies

Metacognitive Monitoring  Knowledge  Experiences  Tasks and Goals  Strategies or Actions

Examples  Knowing you know something but…  Coffee shop vs. Library 

Metacognitive Strategies  Awareness of self  Planning and Goal Setting  Self-Monitor and Reflecting  Adaptability

Learners  Passive & Dependent  Assertive & Independent

Uses in Teaching  Student Self-Regulate  Assess one’s Strategies

Learning Strategies  Pre-reading  Note taking  Rewriting notes  Worked examples

More Metacognitive Strategies  Connections  Self-evaluating  Choosing cognitive strategies

Learning Strategies  Flash cards  Outlining  Reflecting  Self-testing

Why are Strategies Important?  Confidence builders  Independent Learners  Self-regulation  Extrinsic Motivation

References Blakely, E., Spence S., (2013). Developing metacogntion. Retrieved from Ref_Dev_Metacognition/eric/ Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Weinert, F., and K luwe, R. (eds.), Metacognition, Motivation, and Understanding, Erlbaum, Hillsdale, NJ, pp. 65–116. Cooper, S. (2013). Theories of learning in Educational Psychology. John Flavell: metacognition. Retrieved from Culatta, R. (2013). Instructional design metacognition. Retrieved from Joseph, N. (2010). Metacognition needed: Teaching middle and high school students to develop strategic learning skills, and formal names. Preventing School Failure, (42) (2), Livingston, J. A. (1997). Metacognition: An overview. Retrieved from Stricklin, K. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. Reading Teacher, 64(8), doi: /RT.64.8.

References (cont.) Pennequin, V., Sorel, O., & Mainguy, M. (2010). Metacognition, Executive Functions and Aging: The Effect of Training in the Use of Metacognitive Skills to Solve Mathematical Word Problems. Journal Of Adult Development, 17(3), QU, W. (2009). Stimulating foreign language learning motivation--From the perspective of cognition and meta-cognition. US-China Foreign Language, 7(10), 34-38