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Teaching Metacognition

Teaching Metacognition
This webpage is a summary, written by Carol Ormand, of Marsha Lovett's presentation at the 2008 Educause Learning Initiative conference. Dr. Lovett's slides and a podcast of her presentation can be accessed via the conference website. Teaching Metacognition Improves Learning Metacognition is a critically important, yet often overlooked component of learning. Effective learning involves planning and goal-setting, monitoring one's progress, and adapting as needed. Teaching students that their ability to learn is mutable Teaching planning and goal-setting Giving students ample opportunities to practice monitoring their learning and adapting as necessary Self-Regulated Learning Expert learners consider their learning goals, plan accordingly, and monitor their own learning as they carry out their plans. Expert learners engage in what we call Self-Regulated Learning. Expert Learners Can Be Made Step 1: Teach students that the ability to learn is not a fixed quantity Example: lecture wrappers

http://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html

Related:  Metacognition, Feedback and Scaffolding.metacognitionMetacognitionSelf Regulated Learning

Technology Tools for Learning Logs Both teachers and students can find value in using Learning Logs. For a student, it is a way to keep a record of what he or she is doing and learning in terms of knowledge and skills—right then, as the learning occurs. It is especially helpful for struggling students since it affords them a way to be organized and focused. For the teacher, the Learning Log becomes a tool for formative assessment, a way to determine what and how students are learning. It serves to pinpoint a student’s strengths and needs, a starting point for differentiated instruction (see Learning Logs and Learning Journals (link is external)).

Smart Strategies That Help Students Learn How to Learn Teaching Strategies Bruce Guenter What’s the key to effective learning? A Metacognitive Peer Tutoring Model: Linking Thinking, Learning and Performance in a Peer Tutoring Program What can be gleaned from analyzing two years of metacognitive tutoring documentation reports? Invaluable insights into students’ thinking,Rare windows into how students’ interpret tasks,Clearer understandings of how learners define roles and responsibilities in learning environments,Common themes for how students interact with content across a broad array of academic domains. This article introduces a series of commentaries on metacognitive peer tutoring, each of which will offer useful insights into why students struggle and where they encounter problems in their learning routines.

Alternatives To 'Correct' and 'Incorrect' Sharebar Imagine a trainer at the front of the room responding to a participant’s comment by saying nothing more than “You’re right!” or “Incorrect.” Imagine this happening over and over again. Even though it seems futile, this is one of the most common types of feedback we use in eLearning courses to respond to user actions and answers. In fact, many authoring tools come with these vacuous statements as their default response. Tools for metacognition Metacognition is an important part of intentional learning, since it involves actively thinking about what you know, what you don’t know, and how you can get better at knowing and applying what you know. A mantra for metacognition State the learning problem with some specificity: identify what you want to know and what you want to do with that knowledgeChoose strategies to solve the learning problem—draw upon your own prior knowledge and the knowledge of othersObserve how you used the strategies—keep a learning journal or blogEvaluate the results: What worked? What didn’t work?Rinse and repeat: Apply successful strategies to new learning problems By definition, metacognition involves individual commitment and reflection.

Expanded Academic ASAP - Document Full Text: Awareness of what one knows or doesn't know falls under the heading of metacognition, the active process of knowing. Students who are aware of their own cognitive state are able to adjust their performance when warranted (Huff & Nietfeld, 2009). Awareness determines the grounds on which students judge whether their engagement in an academic task matches the standards they have set for successful learning (Butler & Winne, 1995).

Alternative Feedback Techniques It is important that you yourself ask for feedback from your fellow students, teachers, and supervisors. The more feedback you get, the more you will learn. It is a good idea to ask for feedback from different persons in order to obtain a broader response. Teaching Metacognition: The Value of Thinking About Thinking July 10, 2012 by Bill Jenkins, Ph.D Research performed in the past few decades has demonstrated that we can improve reading skills by teaching students “metacognitive strategies.” By metacognition, we refer to enhancing one’s awareness of “what one believes and how one knows.” (Kuhn, 2000). In other words, the more we can teach students to be actively thinking about thinking as they learn, the more effective their learning will be. In fact, we can teach students to become what Marcia Lovett of Carnegie Mellon University calls “expert learners.”

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