metacognition espy 6304 art aguilar david brook park

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Metacognition ESPY 6304 Art Aguilar David Brook Park

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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?

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Page 1: Metacognition ESPY 6304 Art Aguilar David Brook Park

MetacognitionESPY 6304

Art Aguilar

David Brook Park

Page 2: Metacognition ESPY 6304 Art Aguilar David Brook Park

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?

Page 3: Metacognition ESPY 6304 Art Aguilar David Brook Park

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?

Page 4: Metacognition ESPY 6304 Art Aguilar David Brook Park

What is the meta- in metacognition?

After Beyond Adjacent Behind

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What is cognition?

Thinking Something known Awareness

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What is Metacognition?

Thinking about thinking

Self-knowledge about your learning style

Monitoring your own learning

Knowing what you do and do not know

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Fundamentals of Meta-cognition (MC) cont.Assess ones own knowledge and thinking process (Joseph, 2010)

MC is supported by

1. Theory

2. Practice

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MC in Theory Cognitive theory suggests students are able to:

• Guide learning of complex tasks

• Monitor progress

• Change course

• Identify and asses intellect

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MC in Theory (cont).

MC Theory can influence educational practice Young learners Adult learners

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MC in PracticeExamples:

1. Student questionnaires

2. Reflective thinking

3. Reciprocal teaching

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MC in PracticeEx. Reciprocal Teaching

Reading Technique

Students create their own questions

Student uses self-teaching

Student has insight on own learning style

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MC Practices Schools utilize MC for problem solving in:

Primary education

Secondary education

A variety of Subjects

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MC in Practice (cont.)Problem Solving in a variety of Subjects

Math

Science

Foreign Language Acquisition

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MC in Foreign Language

MC is related to the brain Language acquisition is related to the brain MC can help in foreign language acquisition

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John Flavell: Metacognition Theory

Foundation Researcher

Influenced by Piaget

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MC in Mathematics and Human Development

MC used in Math learning Processing Speed Executive Functions of the brain

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Metacognition

Processes

Strategies

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Metacognitive Monitoring

Knowledge Experiences Tasks and Goals Strategies or Actions

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Examples

Knowing you know something but… Coffee shop vs. Library

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Metacognitive Strategies

Awareness of self Planning and Goal Setting Self-Monitor and Reflecting Adaptability

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Learners

Passive & Dependent

Assertive & Independent

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Uses in Teaching

Student Self-Regulate Assess one’s Strategies

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Learning Strategies

Pre-reading

Note taking

Rewriting notes

Worked examples

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More Metacognitive Strategies

Connections

Self-evaluating

Choosing cognitive strategies

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Learning Strategies

Flash cards

Outlining

Reflecting

Self-testing

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Why are Strategies Important?

Confidence builders

Independent Learners

Self-regulation

Extrinsic Motivation

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References

Blakely, E., Spence S., (2013). Developing metacogntion. Retrieved from http://www.education.com/print/Ref_Dev_Metacognition/eric/

Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In Weinert, F., and Kluwe, 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

Culatta, R. (2013). Instructional design metacognition. Retrieved from 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]

Stricklin, K. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. Reading Teacher, 64(8), 620-625. doi:10.1598/RT.64.8.

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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