Metacognition Theory The Key to Improving Student Learning Presenters: Noe Granado & Blanca Pena EDCI 6304 – Dr. Garcia – Fall 2011

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Why are we here?

Directed Paraphrasing In two or three concise sentences, define metacognition. Write a definition that will make sense to your colleagues, one that faculty in any academic discipline will understand. Metacognition is...

Directed Paraphrasing-con’t Share your definition with someone sitting near you. What aspects of your partner's definition did you find of interest? Share with the class.

What is Metacognition?  Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously:  monitoring your progress as you learn  making changes and adapting strategies  It's about self-reflection, self-responsibility and initiative, as well as goal setting and time management. (Winn, W. & Snyder, D., 1998) (Winn, W. & Snyder, D., 1998)

Definition  Thinking about thinking It’s like arguing with yourself. - Paris (1986)

Why is it Important? As students become skilled at using metacognitive strategies, they gain confidence and become more independent learners. Independence leads to ownership as student's realize they can pursue their own intellectual needs and discover a world of information at their fingertips.

Self-Regulation and Motivation  Most closely associated with a teacher’s instructional practices.  The teacher’s metacognitive practices, if done effectively, can lead to student self- regulation.

How can teachers help? Teachers can help learners apply metacognitive strategies to help them understand what happens during the learning process to help them develop stronger learning skills.

Basic Metacognitive Strategies Connecting new information to former knowledge. Selecting thinking strategies – Memorization – Outlining – Mnemonics – Self testing Planning, monitoring, and evaluating thinking processes. Planets? My, Very Educated Mother Just Served Us Nine Pizzas. (Exploring the solar system, 2008)

Example of Stategies

Instructional Strategies - 1 Make students aware they are responsible for their own learning. State objectives or learning outcomes. Provide practice tests and homework. Provide guided practice before homework. Have students participate in complex tasks such as presentations and report writing.

Instructional Strategies - 2 Monitor student progress; provide feedback Distinguish deep and surface learning Promote reciprocal teaching and reading. Provide info about reading techniques. Teach content in multiple contexts - reading, discussion, labs, demos, presentations. Provide abstract representations.

Instructional Strategies - 3 Address preconceptions. Identify relevant knowledge and skills. Explicitly define and characterize metacognitive and self-regulatory approaches. Teach mastery skills - provide information about study skills, time and effort. Set high expectations for student performance.

Instructional Strategies - 4 Use mnemonics Informal assessment should focus on making students’ thinking visible to both teachers and students. Encourage reflection and revision. Provide timely and useful feedback. Planning for instruction should include an analysis of required knowledge and skills required for problem solving.

Simple Strategies Planning Monitoring Evaluating Resourcing Grouping Note taking Pre-testing Complex tasks Summarizing Deduction/induction Concept mapping Peer instruction Elaboration Socratic dialogues KWL structures Graphical organizers

Brain Break You have 9 stables but there are 10 horses to put away. How do you fit 10 horses in 9 stables?

Brain Break Dr est est ENO ERAUQS OT soiudte 1 END 3 END 5 END 7 END 9 END N W O R G lookbebebebeuleap DA E CN 100mph sausage 90mph bananas 110mph peanuts getgetgetgetmenotCHIMADENA  Beret Bowler Stetson Fez Sombrero C O F F E E S M E U O S G T T C A O H M W E

Studies Studies show that increases in learning have followed direct instruction in metacognitive strategies. These results suggest that direct teaching of these thinking strategies may be useful, and that independent use develops gradually (Scruggs, 1985).

References Brooks, J. G. (1999). The Case For Consturctivist Classrooms. Alexandria: Association for Supervision and Curriculum Development. Paris, S.G., & Oka, E.R. (1986). Children's reading strategies, metacognition, and motivation. Developmental Review, 6, Ridley, D.S., Schutz, P.A., Glanz, R.S. & Weinstein, C.E. (1992). Self- regulated learning: the interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education 60 (4), Scruggs, T.E. (1985) - Facilitating the acquisition of science facts in learning disabled students. American Educational Research Journal, 22, Winn, W., & Snyder, D. (1996). Cognitive Perspectives in Psychology. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp ). New York: Macmillan.