1. Metacognition ESPY 6304 Art Aguilar David Brook Park

2. 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?

3. 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?

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

5. What is cognition?  Thinking  Something known  Awareness

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

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

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

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

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

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

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

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

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

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

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

17. Metacognition  Processes  Strategies

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

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

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

21. Learners  Passive & Dependent  Assertive & Independent

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

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

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

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

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

27. References Blakely, E., Spence S., (2013). Developing metacogntion. Retrieved from http://www.education.com/print/ Ref_Dev_Metacognition/eric/http://www.education.com/print/ 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 http://www.lifecircles-inc.com/Learningtheories/constructivism/flavell.html http://www.lifecircles-inc.com/Learningtheories/constructivism/flavell.html Culatta, R. (2013). Instructional design metacognition. Retrieved from http://www.instructionaldesign.org/concepts/metacognition.html http://www.instructionaldesign.org/concepts/metacognition.html Joseph, N. (2010). Metacognition needed: Teaching middle and high school students to develop strategic learning skills, and formal names. Preventing School Failure, (42) (2), 99-103. Livingston, J. A. (1997). Metacognition: An overview. Retrieved from http://gse.buffalo.edu/fas/shuell/cep564/Metacog.htm] http://gse.buffalo.edu/fas/shuell/cep564/Metacog.htm Stricklin, K. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. Reading Teacher, 64(8), 620-625. doi:10.1598/RT.64.8.

28. 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), 168-176 QU, W. (2009). Stimulating foreign language learning motivation--From the perspective of cognition and meta-cognition. US-China Foreign Language, 7(10), 34-38