reflection and metacognition - nc state university€¢ exploring the logic and importance of...
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Reflection and Metacognition
Maxine P. Atkinson TH!NK Faculty Fellow Professor of Sociology
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TH!NK Student Learning Outcomes
• Outcome D: Students will reflect on their own thinking.
• “We don’t learn from experience. We learn from reflecting on experience.” Dewey
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Our goals for today
• Exploring the logic and importance of reflection • Practice formative and summative reflection
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“What do we see?”
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Describe the woman in this picture
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Describe the man’s face here
Now describe what the man and woman are
doing.
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What did you see? What did you learn? How did you feel? What approach? What influenced?
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Under what conditions have you asked your students…
• What did you see? • What did you learn? • How did you feel? • What approach did you use? • What influenced the way you addressed the
task?
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Draw three straight lines connecting all nine dots, without retracing any line, or lifting your pen from the page
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Reflection and Metacognition
• Reflection Jot down as many synonyms as you can think of in the next 30 seconds.
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Metacognition
• Metacognition is a type of reflection, in short, thinking about one’s thinking.
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Generic Reflection Questions
• Share one thing you learned. • Share a question for future investigation. • Respond with a word. • What worked? What didn’t work? • What is one part of your work that you are
proud of? • How would you do this differently next time?
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Reflection: Examples
Set goals: What is to be accomplished/learned? Monitor Progress: How are we doing? What remains to be done? What are we doing well? What is holding us up? How did we do?
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Examples of reflective/metacognitive activities?
• Most common….muddiest point • Others?
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Formative Reflection/Metacognition
• Examples
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Formative Examples
• Free writes
• Think-Pair-Shares
• Provide rubric, evaluate others’ work • Self-assessment
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Summative Examples
• You can use reflection/metacognitive assignments to evaluate students.
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Summative Examples
• Exam Wrapper • Journal • Learning Portfolio
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How do you help your students plan and organize their work?
• Set goals • Preview/skim assignments/readings • Create timelines
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How do you help students monitor their work?
• Check progress against a timeline. • Ask if they are doing their best work.
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How do you help students self-reflect?
• Ask yourself “how did the task go?”
• How effective were your strategies?
• What changes would you make for the next time?
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I think; therefore I am.
• Reflect: Stumbling blocks?
• Help needed? What kind of help do you need to move forward?
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References, examples
• Ambrose et al.2010.How Learning Works.Chapter 7.How do students become self-directed learners
• Pintrich.2002. Theory Into Practice. The role of metacognitive knowledge in learning, teaching, and assessing.
• Ritchhart, Church, and Morrison. Making Thinking Visible. 2011. Jossey-Bass.