1. ED 260-Educational Psychology
Ashley Swanson

2. This Week’s Topics
Case Study Solutions
Module 12-Metacognition

3. Solution
Based on what you have learned in the modules and throughout the semester
Should be detailed and tie into your relevant concepts
Include an explanation as to WHY the solution will work to solve the big issue in the problem statement
Solution should be around a page in length, not just a few sentences

4. Module 12- Metacognition

5. Metacognition
Metacognitive activity- thinking about one’s own thinking
Study skills
Memory capabilities
Ability to monitor learning
Need to be explicitly taught along with content instruction
Metcognitive knowledge-understanding our own cognitive processes and how to regulate those processes to maximize learning

6. Types of Metacognitive Knowledge
Person knowledge (declarative knowledge)- understanding one’s own capabilities
Task knowledge (procedural knowledge)-how one perceives the difficulty of a task
Content
Length
Type of assignment

7. Types of Metacognitive Knowledge
Strategy knowledge (conditional knowledge): one’s capability for using strategies to learn information
Young children are not good at using this
3-year olds can be taught strategies, but will not transfer to another task
By age 8, children can use strategy knowledge without prompting
Upper elementary students begin developing an understanding of which strategies will be effective

8. Metacognitive Regulation
The purposeful act of attempting to control one’s own cognition, beliefs, emotions, and values
Executive control functions-collection of mental processes that involve:
Planning
Monitoring
Evaluation strategies

9. Theory of Mind Understanding the mind & the “mental world”
1) False Beliefs-understanding that a belief is only one of many and can be false
2) Appearance-Reality Distinctions- something may look one way, but be something else
3) Visual-Perspective Taking-the views of physical objects differ based on perspective
4) Introspection-children’s awareness and understanding of their own thoughts

10. Adolescent Egocentrism
Adolescent Egocentrism: difficulty differentiating between one’s own thoughts and the thoughts of others
Imaginary audience: the adolescent believes he or she is the focus of attention in social settings
Personal fable: adolescents mistakenly believe they are unique, so no one else can understand their situation

11. Factors Affecting Metacognition
Neurological Characteristics
Environment
Individual Characteristics
Belief about the nature of task
Motivation
Prior knowledge on the topic
Prior success using metacognitive skills

12. Learning Strategies: Reading Comprehension:
Reciprocal teaching: structured conversation in which teachers and students discuss sections of a text
Summarizing
Questioning
Clarifying
Predicting
Done throughout reading, not just at the end

13. Learning Strategies: Reading Comprehension:
PQ4R-Series of steps for teaching reading comprehension:
Preview
Question
Read
Reflect
Recite
Review

14. Learning Strategies: Writing Skills:
Provide instruction in and modeling of planning strategies
Provide assistance in monitoring and evaluating progress
Ask younger children to think aloud or answer questions
Ask older students to reread and substantially revise their papers
Model and practice types of writing that will be necessary in future careers (remember to stress relevance to real life)

15. Learning Strategies: Note Taking: Three functions of taking notes:
1) Encoding- writing down material goes beyond listening
2) Encoding plus storage- reviewing notes enhances storage of material
3) External storage- the review of notes borrowed from another

16. Learning Strategies: Note Taking: Recall information
Information recorded in notes-50% chance of being recalled on test
Information not noted-15% chance of being recalled on a test
Students only record about 30% of the important information

17. Learning Strategies: Improving Note Taking: Provide lecture notes
Provide skeletal notes-contain main points plus space for adding detail
Provide lecture cues/prompts, such as writing on the board or repeating important information
Allow students to tape lectures
Allow students to compare notes with classmates

18. Learning Strategies: Studying:
Study-time allocation-decision about the amount of time devoted to study and whether time will be over long periods or crammed into a few hours
Discrepancy reduction model-determining difficulty of items and allocating study time accordingly

19. Learning Strategies: Studying:
Region of Proximal Learning (ZPD): Individuals will study items close to being learned, but not yet mastered. Effort shifts toward more difficult items.
Planning: students must be able to judge what they know and prioritize information
Monitoring: students must be able to monitor what has not been learned
Self-interrogation: asking oneself questions to gauge whether newly engaged materials have been learned

20. Teaching Learning and Studying Strategies
Explain the value of the strategy
Introduce a few strategies at a time
Model strategy use for students
Provide ample opportunities to practice strategies
Provide feedback
Encourage reflection
Explain how strategies transfer across subject domains

21. Main Sources:
Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych: Modules. New York: McGraw-Hill