Teaching Metacognition: Presentation to the Educause Learning Initiative Annual Meeting, 29 January 2008. Students complete the homework as usual, and then answer a follow-up set of self-assessment questions. Join us at http://www.geosociety.org/, The On the Cutting Edge website and workshop program are supported by the National Association of Geoscience Teachers (NAGT). A metacognitive approach typically involves students applying metacognitive strategies to respond to clear and explicit learning goals which have either been … Not surprisingly, novice learners are often disappointed in the results of their studying, while expert learners are generally satisfied with their results (and will make adjustments if not). Metacognition is a natural part of the learning process. Moreover, students can be taught that their ability to learn can improve over time; those who learn this simple lesson show increased motivation to learn and improved grades (Aronson et al., 2002; Blackwell et al., 2007). It is up to the teachers to encourage meaningful learning by selecting meaningful material and discouraging rote learning. Metacognition and Why it Matters in Education An important part of learning and teaching is the art of reflection. It is an increasingly useful mechanism to enhance student learning, both for immediate outcomes and for helping students to … How did I define metacognition? Cognition is your thinking activities and processes. Metacognition is the process by which learners use knowledge of the task at hand, knowledge of learning strategies, and knowledge of themselves to plan their learning, monitor their progress towards a learning goal, and then evaluate the outcome. According to researcher John Hattie, the effect size for teaching metacognitive strategies is 0.69, making it one of the most effective teaching interventions. Metacognition is the idea of "thinking about how we think" - this can give us insight into our feelings, needs and behaviors that allow us to adapt and grow. First and foremost, they learned more. Teach Students How to Learn: Strategies You Can Incorporate in Any Course to Improve Student Metacognition, Study Skills, and Motivation. By teaching students these skills - all of which can be learned - we can improve student learning. Teaching children to think about their thinking, or metacognition, is essential. When teaching metacognitively, the goal is for students to learn a new concept, retain it, and then apply what they learned to new circumstances. Model error-checking in your work and in your thinking, providing students with examples of how many ways they can check their own understanding. Wrappers require just a few extra minutes of time, but can have a big impact. As the instructor, you are an expert in your field. They emphasize that such strategy training needs to emphasize how to use strategies, when to use them, and why they are beneficial. The Need for Explicit Teaching of Metacognition. Accurate self-monitoring is quite difficult. Am I using study methods that are effective? Metacognition is a conscious awareness of one’s thoughts–thinking about thinking. Aronson, J., Fried, C. & Good, C., 2002. Metacognition, or thinking about one’s thinking, is key to facilitating lasting learning experiences and developing lifelong learners. According to Vandergrift and Goh (2o12:loc 360), “metacognition, or the act of thinking about thinking, refers to the ability of learners to control their thoughts and to regulate their own learning.” They go on to explain that despite the fact that metacognition is key to listening (the focus of their text), its role in the classroom remains minimal. Week 4: Extending Metacognitive Strategies and Tools; Course Learning Outcomes: Become familiar with educational research on metacognition and its value to deep and transferable learning, Recognize the connections between reflective teaching practice and fostering student metacognition. Call for a Robust Anti-racism Plan for the Geosciences. Material on this page is offered under a Expert learners engage in what we call Self-Regulated Learning. This study explored the development of metacognition in young children (part of a larger study, which also considered teachers and their teaching of thinking). Creative Commons license unless otherwise noted below. These reflection sheets are returned to students before the next exam, so that they can make use of the ideas they had when the previous exam was still fresh in their minds. Join today and your membership will help ensure that this site can continue to serve geoscience educators. The four steps are: 1. understanding the problem, 2. devising a plan to solve the problem, 3. implementing the plan, and 4. reflecting on the problem. These strategies then result in learning gains. In particular, students are encouraged to think about the key points of the lecture as they listen and take notes. A simplified definition of metacognition is “thinking about thinking”, but metacognition also encompasses the regulation of these thoughts – the ability to change them. However, … A wrapper is one tool for teaching self-monitoring behavior. Students identified several new approaches they would use in future exam preparation. Does Training on Self-Regulated Learning Facilitate Students' Learning with Hypermedia? It relates to metacognition which is intentional thinking about how you think and learn. Students can also get immediate feedback on the accuracy of their perceptions, thus alleviating the problem of over-confidence. Journal of Educational Psychology, 96 (3), 523-535. All of these activities are metacognitive in nature. Blackwell, L., Trzesniewski, K. & Dweck, C. S., 2007. Child Development, 78, 246-263. Metacognitive strategies are techniques to help students develop an awareness of their thinking processes as they learn. Upcoming registration deadlines for the NAGT Webinar Series! By thinking aloud about the meaning of unfamiliar words and correcting deliberate mistakes in math calculations, for example, you can show students how useful it is to think about your thinking and how metacognition can be applied across contexts in school and outside the classroom. Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence. This immediate feedback allows students to monitor their active listening strategies. After three successive lecture wrappers (with successively less faculty support, from a mini-lecture on active listening to no advance warning), student responses increasingly matched the instructor's: 45% the first time, 68% the second time, and 75% the third (Lovett, 2008). With enables teachers to gain awareness about and control over how they think and teach, and to monitor, evaluate, and adjust their instructional practices in accordance with specific students, goals and contexts. Metacognition is often simply referred to as thinking about your thinking. 'Teaching metacognitive comprehension strategies can be made explicit when teachers think aloud and make thinking strategies transparent'(Hill, 2012, p.227) within classroom instruction and interactions. Teaching metacognitively, which involves teaching with metacognition and teaching for metacognition, is critical for learners of any age. https://serc.carleton.edu/serc/about/whats_new.html. Ten Metacognitive Teaching … Linda Darling-Hammond and her colleagues (2003) identify two types of metacognition: reflection, or “thinking about what we know,” and self-regulation, or … Tools: Conceptboard, Visio–choose from among these, Intense Study Sessions* – 3-5 short study sessions per day, Weekend Review – Read notes/ material from week to make connections. Expert learners consider their learning goals, plan accordingly, and monitor their own learning as they carry out their plans. Cambridge, MA: Harvard University Press. Metacognition is, put simply, thinking about one’s thinking. 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