1. October 1, 2015Metacognition1 If you have a laptop….bring it with you next week!

2. October 1, 2015Metacognition2 Let’s take a look at the course outline…. I see it!

3. October 1, 2015Metacognition3 Reflective journals are to be submitted to instructor by 3:30 pm, 20 November 2009 Submit to Clark Hall Room 128

4. 10/1/2015UTA Info Session4 UTAs wishing to continue in the program for a second term must demonstrate their interest in a teaching career by taking a course offered by Cornell Teacher Education (e.g., Educ 2710, 3110, or 4040), and preferably by officially enrolling in the CTE program. Life after the 1 st semester…

5. Applications are online! (Google: Cornell PhysTEC) 10/1/20155UTA Info Session

6. October 1, 2015Metacognition6

7. 10/1/2015UTA Info Session7 Applications deadline: November 22, 2009

8. October 1, 2015Metacognition8 Thought ingniter:

9. Answer the following questions on the card supplied to you. What is metacognition? Name a good instructional strategy to address metacognition in a Physics classroom. 10/1/20159Epistemology

10. October 1, 2015Metacognition10 Lessson: Metacognition Objective: To learn that metacognition (thinking how we think) is an important part of learning Physics. Instructors should try to facilitate metacognition behaviors in their classrooms. I think I’m thinking about what you mean.

11. Metacognition Helping students to self-regulate October 1, 2015October 1, 2015October 1, 2015 11Metacognition

12. Play with different combinations of these words and you'll be forming mental pictures of metacognition. Thinking about knowing... Learning about thinking... Control of learning... Knowing about knowing... Thinking about thinking... October 1, 201512Metacognition

13. October 1, 2015Metacognition13 It’s like arguing with yourself. - Scott (11/09)

14. October 1, 2015Metacognition14 Metacognition = Argumentation turn inward.

15. Definitions  Metacognition - literally “beyond knowing”, knowing what one knows and doesn’t know - promoting a student’s ability to self-monitor levels of understanding and predict how well (s)he will do on a particular task.  Self-regulation - students monitoring their own comprehension and assessing their own abilities without teacher help. October 1, 201515Metacognition

16. These two aspects of metacognition are described in Dimensions of Thinking by Marzano et al. (1988). The authors state that metacognition involves: knowledge and control of self knowledge and control of process October 1, 201516Metacognition

17. October 1, 2015Metacognition17 "No more is there an excuse for letting knowledge accumulate in isolated puddles within students' minds.“ David Perkins and Gavriel Salomon (Costa, Bellanca, & Fogarty, 1992, p. 208)

18. October 1, 2015Metacognition18 Perhaps most importantly in today's information age, thinking skills are viewed as crucial for educated persons to cope with a rapidly changing world. Many educators believe that specific knowledge will not be as important to tomorrow's workers and citizens as the ability to learn and make sense of new information. —D. Gough, 1991

19. Successful students are aware of, monitor, and control their learning. Central to this knowledge of self and self-regulation are commitment, attitudes, and attention. Edward de Bono (Maclure and Davies, 1991, p. xii) October 1, 201519Metacognition

20. Commitment Metacognition is at work in students who choose to commit themselves to tasks. In the words of Paris and Cross (1983) they align "skill with will" (Marzano et al., 1988, p. 10). October 1, 201520Metacognition

21. Attitudes Attitudes play an important role in metacognitive self-control. Successful students attribute their success to their own efforts. October 1, 201521Metacognition

22. Attention Conscious control of attention helps students understand that the level of attention required for a task varies with the task and that they can adjust the focus of their attention accordingly. This sense of personal control is related to the efficient performance of tasks. October 1, 201522Metacognition

23. October 1, 2015Metacognition23 Research on how students think about problems:

24. October 1, 2015Metacognition24 Heuristics are "rules of thumb", educated guesses, intuitive judgments or simply common senserules of thumbcommon sense Heuristic

25. October 1, 2015Metacognition25 Perhaps the most fundamental heuristic is "trial and error", which can be used in everything from matching bolts to bicycles to finding the values of variables in algebra problems.

26. October 1, 2015Metacognition26 Here are a few other commonly used heuristics, from Polya's 1945 book, How to Solve It: [2]How to Solve It [2] If you are having difficulty understanding a problem, try drawing a picture. If you can't find a solution, try assuming that you have a solution and seeing what you can derive from that ("working backward"). If the problem is abstract, try examining a concrete example. Try solving a more general problem first (the "inventor's paradox": the more ambitious plan may have more chances of success).

27. October 1, 2015Metacognition27 Social context and the development of metacognition. People who are good at ‘self-regulation’ create learning cultures. To use a popular phrase from cognitive science, you see (a good self regulator) as a “society of mind” – putting forth multiple perspectives, weighing them against each other, and selecting among them. Shoefeld (1987)

28. October 1, 2015Metacognition28 Teaching strategy: How do we look at how we think? Concept Mapping also called Mind Mapping

29. October 1, 2015Metacognition29 Note taking area: Record lecture as fully and meaningfully as possible. Cue column: As you're taking notes, leave the cue column empty. Soon after the lecture, reduce your notes to concise jottings as clues for Reciting, Reviewing and Reflecting. Summaries: Sum up each page of your notes in a sentence or two. Cornell Note Taking Method

30. October 1, 2015Metacognition30

31. 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 October 1, 201531Metacognition

32. October 1, 2015Metacognition32 Video lesson: Forces