Seven Research Based Principles

Seven Research Based Principles
Prior knowledge can help or hinder learning Organization of knowledge influences learning and application Motivation determines, directs, and sustains learning Mastery requires acquiring, integrating, and applying component skills Goal-directed practice coupled with targeted feedback enhances student learning Students’ level of development interacts with course social, emotional, & intellectual climate to impact learning Students must learn to monitor and adjust their approaches to learning to be self-directing Ambrose et al., 2010

NCC Metacognition & Motivation Workshop
What does a highly motivated student “look” like? Discussion notes: Display ready body language Ask good questions Relate topics to outside world Go for further research Voluntarily interact with other students about the content Engaged during class Strive for understanding beyond the grade Come prepared, do the work Attend frequently and often Persistent with tough problems Continually contrast a given explanation withtheir own understanding (metacognitive) Go the extra mile, citing their work Seek additional resources Willingness to learn from mistakes Help others without being asked Give specific answers beyond vague answers Some motivated students look different than others Seek to excel Are more attentive Display higher levels of mastery Recover from failure more quickly Use deeper learning strategies Are motivated to persist Experience greater affect Exhibit greater self-regulation Are more satisfied Show greater achievement Schunk & Zimmerman (2009)

“Motivation determines, directs, and sustains learning”
Many ways to think about motivation, key ideas for classroom are: Expectancy & Value (Eccles & Wigfield, 2002) What students need to maintain motivation Goal Theory (Locke & Latham, 2002) Goldilocks approach to teaching Mindset (Dweck, 2006) How students think about their learning matters

Success of Others As a Result
“Intelligence is static” “Intelligence can be developed” Fixed Growth Leads to a desire to look smart and therefore tends to: Leads to a desire to learn and therefore tends to: Challenges Avoid Embrace Give up easily Obstacles Persist in light of setbacks See effort as fruitless or indicative of failure Effort See effort as a path to mastery Ignore useful negative feedback Criticism Learn from criticism Success of Others Find lessons and inspiration from Feel threatened by May plateau early and achieve less than full potential or worse… As a Result They reach ever higher levels of achievement

Learning Environment & Climate
“Students’ level of development interacts with course social, emotional, and intellectual climate to impact learning” Student Engagement Students need to interact with their peers (Summers & Svinicki, 2007) and feel a part of a community (Tinto, 2006) Authentic content Problems should be real and meaningful (Ambrose et al., 2010)

Factors that influence learning
Student motivations Personal Characteristics of Student Course Outcomes Course Context Student self-regulation of learning adapted from Pintrich & Zusho (2007). Student Motivation and Self-Regulated Learning in the College Classroom. In R. P. Perry & J. C. Smart (Eds.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective (pp ). Dordrecht: Springer.

Seven Research Based Principles
Prior knowledge can help or hinder learning Organization of knowledge influences learning and application Motivation determines, directs, and sustains learning Mastery requires acquiring, integrating, and applying component skills Goal-directed practice coupled with targeted feedback enhances student learning Students’ level of development interacts with course social, emotional, & intellectual climate to impact learning Students must learn to monitor and adjust their approaches to learning to be self-directing Ambrose et al., 2010

Wirth - Cutting Edge Metacognition Workshop NCC Metacognition & Motivation Workshop Metacognition Involves Reflection 9/4/2018 9/4/2018 What kind of problem is this? What is the best strategy for solving it? How will I know if I solved it correctly? How could I do it better next time? What additional information do I need? What use is this new information? How can I use my new understanding to solve different kinds of problems? 8

Pedagogical Challenge Wirth - Cutting Edge Metacognition Workshop 9/4/2018 Metacognition is a “self-imposed internal conversation” Shown to improve transfer (Bransford et al. 2000) Essential to becoming a self-directing learner Easily assumed that students are doing it, or can develop on own; both assumptions are wrong Challenge is to keep students in constant contact with their metacognition Instruction must be explicit (Pintrich, 2002) 9

Geologic Time Personal Resources Prior Knowledge Available Strategies
9/4/2018 Personal Resources Prior Knowledge Available Strategies Task Requirements Type of Learning Task Appropriate Strategies

Expert Learners – Self-Regulation NCC Metacognition & Motivation Workshop 9/4/2018 Evaluate Monitor Plan Metacognitive Control (self-regulation) Metacognitive Knowledge (declarative, procedural, conditional) Personal Resources Prior Knowledge Available Strategies Task Requirements Type of Learning Appropriate Strategies Strategies: cognitive, motivational, environmental Strategies: self regulation, planning, monitoring, correcting errors, self-assessment Modified from Ertmer and Newby (1996)

Solving a Problem Novices Experts Schoenfeld (1987) 9/4/2018
Elapsed Time (mins) 2 4 6 8 10 12 14 16 18 Read Analyze Explore Plan Implement Verify Novices Elapsed Time (mins) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Read Analyze Explore Plan Implement Verify Experts Schoenfeld (1987)

Expert Learners - Reflection NCC Metacognition & Motivation Workshop 9/4/2018 Metacognitive Knowledge (declarative, procedural, conditional) Metacognitive Control (self-regulation) Plan Personal Resources Prior Knowledge Available Strategies Task Requirements Type of Learning Appropriate Strategies Reflection Goals Beliefs Attitudes Motivation Reflection Evaluate Monitor Reflection Reflection Strategies: cognitive, motivational, environmental Strategies: self regulation, planning, monitoring, correcting errors, self-assessment Modified from Ertmer and Newby (1996)

InTeGrate Webinar - Metacognition
9/4/2018 Metacurriculum for Metacognition Activity Knowledge or Skills Knowledge Surveys Goal-setting, Monitor. & Eval. Reading Reflections Reflection & Monitoring Learning Reflections Refl., Monitoring & Evaluation Critical Thinking Strategies for Thinking Exam Wrappers Evaluation & Goal-setting How I Earned an “A” Goal-setting & Monitoring

Earth Educators' Rendezvous - Assessment Workshop
Monitoring & Self-Assessing: Knowledge Surveys

Example Knowledge Survey 1 I can list the cognitive processes in Bloom’s taxonomy. 2 I can explain how knowledge surveys might be used to improve student learning in a course. 3 I can write a knowledge survey and use it to assess learning and instructional practices in one of my courses. 4 I can compare the assessment of student learning using knowledge surveys with other forms of authentic assessment. 5 I can appraise the efficacy of knowledge surveys for learning and classroom assessment. 6 I can design an integrated assessment plan for a course that includes knowledge surveys and use it to understand and improve instruction. I am unable to perform the task I am able to partially perform the task I can perform the task for evaluation

Knowledge Survey Results

Knowledge Surveys 9/4/2018 Introduced by Nuhfer (1993, 1996) Content & skill objectives of course Span levels of thinking (Bloom levels) Students indicate knowledge/ability

Example Knowledge Survey Items InTeGrate Webinar - Metacognition Items Level I can write a definition of a mineral? Remember I can describe the cooling of a basaltic magma using Bowen’s Reaction Series. Understand I can calculate the relief of a region. Apply I can compare the generation of melts along convergent and divergent plate boundaries. Analyze I can evaluate three potential sites for a landfill. Evaluate I can construct a model of the origin of a suite of rocks from a layered intrusion. Create I don't know the answer I know some of answer I know the answer

Survey Items

Novice-Expert Self-Assessment Skills InTeGrate Webinar - Metacognition Nuhfer et al. (in revision)

KS Results - Individuals Earth Educators' Rendezvous - Assessment Workshop

Knowledge Survey & Exam Results InTeGrate Webinar - Metacognition

“Map” of Learning for Dynamic Earth
Pre-Course Survey Students Survey Items

Pre-Course Survey Pre-Exam I Survey

Pre-Course Survey Pre-Exam I Survey Pre-Exam II Survey

Pre-Course Survey Pre-Exam I Survey Pre-Exam II Survey Pre-Exam III Survey

Interpreting Knowledge Surveys
Earth Educators' Rendezvous - Assessment Workshop Interpreting Knowledge Surveys What is shown? What does it mean? What sorts of interventions or changes could you (the instructor) make to improve learning?

Results of pre-course knowledge survey, pre-exam I and II knowledge surveys, and exam I and II scores.

Results of pre-course (orange) and pre-exam I (blue) knowledge surveys. Full scale = “know answer.”

Average responses to knowledge survey questions before ( courses) and after (2005) an intervention. Interventions were made to the units on crystallography and x-ray mineralogy. (from Dexter Perkins)

Bar chart showing Bloom levels of survey items for different units of a course.

Example Knowledge Survey 1 I can list the cognitive processes in Bloom’s taxonomy. 2 I can explain how knowledge surveys might be used to improve student learning in a course. 3 I can write a knowledge survey and use it to assess learning and instructional practices in one of my courses. 4 I can compare the assessment of student learning using knowledge surveys with other forms of authentic assessment. 5 I can appraise the efficacy of knowledge surveys for learning and classroom assessment. 6 I can design an integrated assessment plan for a course that includes knowledge surveys and use it to understand and improve instruction. I am unable to perform the task I am able to partially perform the task I can perform the task for evaluation

Knowledge Survey Results Earth Educators' Rendezvous - Assessment Workshop

Utility of Knowledge Surveys Earth Educators' Rendezvous - Assessment Workshop Course Design Clarification of course objectives and structure Improved organization and preparation Students Full disclosure of course objectives and expectations Study guide Formative assessment tool Development of self-assessment skills Instructors Assessment of learning gains Course assessment Assessment of instructional practices Programs Program Objectives Student Learning

Bloom’s Cognitive Processes 7/16/15 Level Definition Verb Examples That Can Represent Intellectual Activity Create Originate, integrate, or combine ideas into a new product or plan arrange, assemble, compose, construct, create, design, develop, formulate, organize, propose Evaluate Appraise, assess, or critique on basis of standards or criteria appraise, argue, assess, attach, choose, defend, estimate, judge, predict, rate, select, evaluate Analyze Distinguish, classify, or relate assumption, hypotheses or evidence analyze, appraise, categorize, compare, distinguish, examine Apply Select, transfer, and use data or principles to complete new task apply, choose, demonstrate, employ, illustrate, interpret, solve, use Understand Translate, comprehend, or interpret information classify, describe, discuss, explain, indicate, restate, translate Remember Recall or recognition of information, ideas and principles arrange, define, label, list, name, relate, recall, repeat, reproduce

Monitoring and Reflecting: Reading Reflections

Reading and Reflecting InTeGrate Webinar - Metacognition Reading Reflections: Completed after each reading assignment Short responses to a few questions Submitted online before class Credit awarded for “reflective” submissions What is the main point of this reading? What did you find surprising? Why? What did you find confusing? Why?

Reflective Prompt NCC Metacognition & Motivation Workshop Examine the examples of student reading reflections. Which one is “best”? Why? What are students learning? Missing?

Value, Self-Assessment & Goal Setting: Learning Reflections

Reflecting on Learning 9/4/2018 What are the three most important things you have learned so far? How do they contribute insights in other areas? Describe the learning strategies that you are using. How might they be adapted for more effective learning? How does learning in this course relate to other courses? Other aspects of your life?

Reflecting to Improve Learning: Exam Wrappers

Wirth - Cutting Edge Metacognition Workshop Exam “Wrapper” 9/4/2018 Exam Re-do Reflection Self Evaluation Preparation Strategies Performance Analysis Planning Achacoso (2004) Lovett (2008) 50

Wirth - Cutting Edge Metacognition Workshop Exam “Wrapper” Results 9/4/2018 Study Strategies Analysis of Errors 52

Exam Preparation 7/16/15

Metacognition & Motivation
Plan and design an activity for your course that targets metacognition and/or motivation to improve student learning

9/4/2018 Reflection and closing thoughts…?

NAGT-TWP Course Design Workshop
Action Plan 23 October 2015 How might the addition of metacognitive activities help to support content learning in your course? What changes could you make to improve student motivation and learning? How might you adapt one of the metacognition/motivation examples to the specific context of your own course?

Seven Research Based Principles

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