Coaching Metacognition

1 2 3 4WHAT is COACHING?Types of instruction

WHY do weneed to coach METACOGNITION?

HOW can we coachMETACOGNITION effectively?

IntentionalHidden Curricula

Web LiteracyStandards, Skills, and

Competencies

ShowcaseUNL Blended courses

TEAC307ENGL322

Resources

Link to Roz Hussin folder

https://drive.google.com/folderview?id=0B65XgVipBfIFVDhUOExpejIyLUU&usp=sharing

Link to main colloquium folder

https://drive.google.com/folderview?id=0B65XgVipBfIFN3FzdWNlazhOU00&usp=sharing

Cycle ofSelf-Directed Learning

Assess task, Evaluate strengths/weaknesses

Plan execution/outcome

Apply strategiesMonitor performance

Reflect, Respond and Reiterate

Blended & Online Learning Colloquium 2014: Supporting Research-Based Instructional Strategies with

TechnologyOrganized by the Office of Online & Distance Education, University of Nebraska–Lincoln

April 14, 2014 at theJackie Gaughan Multicultural Center, UNL City Campus

Research-based technology supported teaching and learningin online and blended courses at UNL in the area of

Coaching MetacognitionPresented by Roz Hussin, Bill Lopez, Jane Hanson

http://go.unl.edu/colloquium2014rozhussin

The University of Nebraska-Lincoln is an equal opportunity educator and employer with a comprehensive plan for diversity.

Types of instructionteaching

trainingmentoringmonitoringcoaching

Arranging conditions to bring about learning as planned; changing the frequency of actions on a relatively permanent basis given a set of conditions.

(Eshleman, 2001)

Refers to the acquisition of knowledge, skills, and attitudes as a result of the teaching of vocational or practical skills and knowledge that relates to specific useful skills.

(Wikipedia, 2006)

training

A form of teaching that includes walking alongside the person you are teaching and inviting him or her to learn from your example. Informal relationships develop naturally between mentor and mentee, while formal mentoring refers to assigned relationships, often associated with organizational programs.

(Wikipedia, 2006)

ringment

Encompasses supervising, observing, and testing activities and appropriately reporting to responsible individuals; Providing an ongoing verification of progress toward achievement of objectives and goals; A frequent or continuous process of checking that codes are consistently being complied with. (CCC, 2005)

m ringnit

Coaching is a holistic developmental strategy that enables people to meet their goals for improved performance, growth or career enhancement

c defi

Sophisticated form of teaching which

awarenessthe learner’s

achingc

deepengagement

venturing fearlessly into sensitive & dangerous subjectsachingc

systemic achingc

Focuses on improving the effectiveness and survivability of a human system: usually a couple, group, family, team or community. A systemic coach assesses a system's functioning (systemic diagnosis) and goals (systemic goalwork) and coaches the members to develop an interactive coaching plan to achieve both individual and systemic goals. This begins with dissolving barriers between system members to enable resourceful communication on all aspects of the system.

(Wikipedia, 2006)

(Vygotsky, 1978)

Jigsaw MethodRelay MethodJ.I.T.Method (Just-In-Time)

Social

Learning

1 2 3 4WHY do we

need to coach METACOGNITION?

Metacognition:thinking about thinkingone of the highest levels of learning ability to examine one's own thinking processes and strategies; to consciously reflect and act on the resulting metacognitive knowledge to modify those processes and strategies; a metacognitive learner is in control of his learning process and his future learning. (Flavell,1976)

metacognition

achingc(Hussin & Kim,2013)

https://drive.google.com/folderview?id=0B65XgVipBfIFX1AzZkN0NktRa1U&usp=sharing

…metacognitive… skills and

habits must be taught and reinforced

through thoughtful

instruction… (it does) not

necessarily develop on its own…

instructors play a critical role…

Resource: pp. 188-216 (Ambrose et al, 2010)Chapter 7 How do students become self-directed learners?

https://www.dropbox.com/s/y6qgp5zv6agcuil/07-Self-Directed-Learners.pdf

Isaac Newton”

“An object at rest will remain at rest

acted uponoutside force

unlessby an

1 2 3 4HOW can we coach

METACOGNITION effectively?

(Vygotsky, 1978)

ZPDZone of Proximal Development

Give a man a fish and he will eat for a day.Teach him how to fish and he will eat for a lifetime.

(Lao Tzu, circa 600 BC)

…But show him how to sell fish and he will eat steak.

(unknown)

“”

Self-Determined Learning

Self-Directed Learning

Engaged Learning

http://go.unl.edu/snt2 http://go.unl.edu/59kk

Hase, S., & Keynton, C. (2001). From Andragogy to Heutagogy. Southern Cross University. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.htmlGarnett, F. (2013, March). The PAH Continuum: Pedagogy, Andragogy & Heutagogy. Heutagogy Community of Practice. Retrieved from http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/ Knowles, M. (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York.

AndragogyPedagogy

Heutagogy(Self-Determined

Learning)

(Self-Directed Learning)

(Engaged Learning)

T e c h n o l o g y B a s e d L e a r n i n g E n v i r o n m e n t ( T e B L E )

n i n te rp e rso n a l re l a t i o n sh i p

person A as

instructor

Barriers Aptitude, attitude,

hierarchy, personality, age, race,

religion

person B as

learner

giving instruction

receiving learning

On-Job performance

by learner

T e B L E c o m m u n i c a t i o n

ASK4HeLP intervention

ASK4HeLP(Hussin, 2004)

Acquisition of Skills and Knowledge for Humanistic e-Learning Protocols

smosislearning

When immersed in a saturated context, absorption naturally occurs (Dutrochet,1847) When immersed in a context which is saturated with learning opportunities, learners instinctively

“absorb” to equalize their level of “lacking knowledge” to that of “higher knowledge” (Hussin, 2004)

Rhizomaticlearning

(Cormier, 2008)

ConnectivismCommunity as

Curriculum

Siemens proposed a new Connectivist “learning theory” (Siemens, 2005) ● Stephen Downes and George Siemens offered first Massive Open Online Courses (MOOCs) in 2008 (Parry, 2010) ● First viral MOOC in 2011 by Sebastian Thrun and Peter Norvig recorded 160,000 students (Leckart, 2012) ● New York Times declared 2012 “The Year of the MOOC” (Pappano, 2012)

”“

Cormier, D. (2013). Making the community the curriculum - Rhizomatic Learning in action. PressBooks.com. Retrieved from http://davecormier.pressbooks.com/

Downes, S. (2008, October 9). Connectivism and its Critics: What Connectivism Is Not ~ Stephen’s Web. Retrieved from http://www.downes.ca/post/53657

Leckart. (2012, March 20). The Stanford Education Experiment Could Change Higher Learning Forever. Wired Science. Retrieved August 20, 2013, from http://www.wired.com/wiredscience/2012/03/ff_aiclass/

Parry. (2010, August 29). Online, Bigger Classes May Be Better Classes. The Chronicle of Higher Education. Retrieved August 20, 2013, from http://chronicle.com/article/Open-Teaching-When-the/124170Siemens, G. (2005, January). Connectivism: A Learning Theory for the Digital Age. Retrieved July 4, 2013, from http://www.itdl.org/journal/jan_05/article01.htmPappano. (2012, November 2). The Year of the MOOC. NY Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=all&_r=0

Rhizomaticlearning

(Cormier, 2008)

Apprenticeship Model applied in context of Rhizomatic Learning and Community as Curriculum(Cormier, 2008)

Roz HussinInstructional Design Technology Specialist,Office of Online & Distance Education (ODE),University of Nebraska-Lincoln (UNL), USA

Allison HuntLearning & Collaborative Technologies Support Specialist Information Technology Systems (ITS), UNL

TEAMTiered E-portfolio Apprenticeship

Nebraska Distance Learning AssociationNDLA Spring Conference March 6-7, 2014Holiday Inn Hotel, Lincoln, Nebraska

Stefan SchmidEducational Technologist and Coordinator Management Studies, Akademie Bayern, Germany

Designing a new online Undergraduate Course

Apprenticeship credit hours via independent study blended Graduate Course

Internship credit tuition

remission

Pilot involved four-way collaboration between the faculty of a graduate course, a graduate student, the faculty of an undergraduate course, and an instructional designer. The outcomes included a ready-to-deploy online course design, employment-ready eportfolio and blended professional development on-job training for the various stakeholders.

Tiered E-portfolio Apprenticeship Model

1 2 3 4Intentional

Hidden Curricula

Online G+ discussion on Hidden Curricula - http://go.unl.edu/hiddencurricula

Overt (written) curriculum (Olivia, 1997) - intentional instructional agenda of formal instruction

Hidden curriculum (Snyder, 1970) – unintended transmission of norms, values, and beliefs conveyed in the classroom and the social environment

Null curriculum (Eisner, 1985, 1994) - physically impossible to teach everything, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written) curriculum

Societal curriculum (Cortes, 1981) - socializing forces that "educate" all of us throughout our lives

Concomitant curriculum (Wilson, 2004) - molded behaviors sanctioned by family, church or other social experiences

Rhetorical curriculum (Wilson, 2004) - resulting from decisions based on national reports, ideas by policymakers or professionals responsible for concept formation

Phantom curriculum (Wilson, 2004) - enculturation of predominant meta-culture through media exposure

Internal curriculum (Wilson, 2004) - Processes, content, knowledge, experiences and realities of the learner to create new knowledge, unique to each student

Hidden

Online G+ discussion on Hidden Curricula - http://go.unl.edu/hiddencurricula

Overt (written)

curriculum (Olivia, 1997) - intentional planned instructional agenda of formal instruction

Hidden curriculum(Snyder, 1970) – unintended transmission of norms, values, and beliefs conveyed in the classroom and the social environment

Earlier experimentation with purposeful Hidden Curricula:

Using Technology to Deliver Hidden Curricula: Reflections from Action-Researchers on Nurturing Learner Readiness(Salleh & Hussin, 2006)

Case studies on Learner Readiness and Prior Knowledge Schema: Are we ready to "desire"? Or is free will an alien schema in the local context? (Hussin & Raja, 2006)

Building Academic Systems of Instruction for Constructive Sustainability in Corporate Social Responsibility in Southeast Asia: “BASICS” in CSR (Hussin, Bustami & Nasruddin, 2007)

Overt (written)

curriculum Overt

(written) curriculum Overt (written)

curriculum Overt (written)

curriculum

1 2 3 4Web Literacy

Standards, Skills, andCompetencies

ReadingwRitingaRithmetic

John Timbs. (1825). The three R’s – Reading Writing and Rithmetic: Speech by Sir William Curtis (1795) at a school dinner. The Mirror of Literature, Amusement, and Instruction, Volume 5. Retrieved from http://books.google.com/books?id=tBc4AAAAYAAJ&pg=PA75&dq=%22reading,+writing+and+%27rithmetic%22&lr=&as_drrb_is=b&as_minm_is=1&as_miny_is=1000&as_maxm_is=1&as_maxy_is=1850&as_brr=4&ei=IbHzSqLMKZXokATMprHKBQ#v=onepage&q=%22reading%2C%20writing%20and%20%27rithmetic%22&f=false

by Sir William Curtis (1795)

3R’s

Respond (in context)

Reach (out to others)

Reiterate (to improve)

Reflect (on learning)

Research (for content)

5R’s

CultivatingCore Connectivist Competencies

Hussin, R., & Kim, P. (2013). Workshop on Open Ongoing Connectivist MOOCS. Retrieved July 30, 2013, from http://shell.venture-lab.org/wooc

Link to Mozilla Web Literacy Standardshttps://wiki.mozilla.org/Webmaker/WebLiteracyMap

Overt (written)

curriculum Course subject matter content:Teaching Social StudiesLinguistics and Society

Hidden curriculumEmbedded competencies:MetacognitionWeb Literacy

Google DriveCreate:FolderDocumentPresentationSpreadsheetFormDrawingVideoNotes

popup menu

Using Google Apps as a Free LMS 2,638 membershttps://plus.google.com/u/0/communities/110147344160609001644

Google+ Help 206,845 membershttps://plus.google.com/u/0/communities/115758385206378551362

Google Apps for Education 32,225 membershttps://plus.google.com/u/0/communities/101802680117484972712

Open Online Experience 123 membershttps://plus.google.com/u/0/communities/102207059956192791361

1 2 3 4Showcase

UNL Blended coursesTEAC307ENGL322

Teaching Social Studies - TEAC307sp2014 78 membershttps://plus.google.com/u/0/communities/115045200809735018977

Dr Bill Lopez @ Dr B-Lo

Linguistics and Society - ENGL322B 53 membershttps://plus.google.com/u/0/communities/100974237758284649606

Dr Jane Hanson

2 3 41Cycle of

Self-Directed Learning

Hase, S., & Keynton, C. (2001). From Andragogy to Heutagogy. Southern Cross University. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.htmlGarnett, F. (2013, March). The PAH Continuum: Pedagogy, Andragogy & Heutagogy. Heutagogy Community of Practice. Retrieved from http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/ Knowles, M. (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York.

AndragogyPedagogy

Heutagogy(Self-Determined

Learning)

(Self-Directed Learning)

(Engaged Learning)

Students’ beliefs about

intelligence and learning

EVALUATE strengths

and weaknesse

APPLY strategies MONITOR

performance

REFLECT and adjust if needed

ASSESS the task

Cycle of Self-Directed LearningResource: pp. 188-216 (Ambrose et al, 2010) Chapter 7 How do students become self-directed learners?

…metacognitive… skills and

habits must be taught and reinforced

through thoughtful

instruction… (it does) not

necessarily develop on its own…

instructors play a critical role…

Resource: pp. 188-216 (Ambrose et al, 2010)Chapter 7 How do students become self-directed learners?

Recommended Strategies Implemented Pedagogy and Technology Tools

Check students’ understanding of the task blogging culture on G+

Opportunities for self-assessment blogging culture on G+

Prompt student self-analysis blogging culture on G+

Modeling (Bandura, 1977) blogging culture on G+, leadership by example

Performance based assessment early on chunked small series of activities using iBook widgets

Design activities requiring reflection chunked small series of activities using iBook widgets

Guided self-assessments clearly defined activities

Students implement template plan clearly defined activities and suggested implementation tools

Scaffolding (Bruner, 1978) clearly defined activities and suggested implementation tools

Peer review discussion culture on G+

Planning is central goal of assignment Google Calendar, Google Docs, G+ discussions

Reflect and annotate own work Google Docs, Mozilla Popcorn video editor

Present multiple strategies open ended and suggested implementation tools

Address and broaden existing beliefs on learning

prompting G+ comments, open sharing blogging on G+

Explicit instructions, criteria, expectations rubrics

Heuristics for self correction rubrics, prompting through G+ comments

Focus on strategizing rather than implementation

rubrics, prompting through G+ comments

Help formulate realistic expectations and overcome obstacles

rubrics, prompting through G+ comments

Students create own plan small group collaboration using Google Docs

2 3 41Assess task, Evaluate strengths/weaknesses

Blackboard link to iBook

http://bookry.com/book/dr_blo/tssec-what-is-history-ch-1-and-2/

Short-term memory can only hold ±7 chunks of information.

George Miller (1956)Cognitive Psychologist

“”

Activity chunking and scaffolding

!Learning activities:•Timed in-class•Self-timed at home•Asynchronous online•Synchronous online and/or F2F

Coordinated hashtag # coding G+ search system#act221

https://plus.google.com/u/0/communities/115045200809735018977/stream/30ec1e94-4791-47e2-ad25-f114dc0b1dca

Hashtag # coding G+ search system

Hashtag# coding G+ search system

2 3 41Apply strategies

Monitor performance

Article on “deep dive” learning: ‘Binge Learning’ is Online Education’s Killer App(Eli Dourado, March 6, 2013)

http://theumlaut.com/2013/03/06/binge-learning-is-online-educations-killer-app/

Discussion on immersion learning: I’m a twittering twit of a twitter… I am determined to learn this thing called twitter(Hussin, October 3, 2013 - ongoing)

https://plus.google.com/117219403239374562288/posts/MzjteU1P6hN

http://i12lol.wordpress.com/2013/10/03/im-a-twittering-twit-of-a-twitter/

Reflect and annotate own workExample Open Tool – Mozilla Popcorn MakerInsert text, images, or other widgets as overlay on top of a YouTube Video

Varying types of self-directed activities – multiple choice, video review, text input

Uploaded iPhone photo of “traditional” 3-ring binder college ruled hand-written sheet and images in Google Photo Album

Learner Differences, Learning Styles, Varying Technology Competency Levels

Uploaded softcopy of “traditional” Word Processing document and images in Google Photo Album

Online “cloud” Google Document in table format and images in Google Photo Album

Online “cloud” Google document in table format with integrated embedded text and images

Technology competency comfort level

2 3 41

Legend:CI Class instructorWC Whole classIW Individual workGW Group work & link to Whole class wikiNG Blackboard wiki tool allows

version-grading & layered-gradingG1 Group 1G2 Group 2G3 Group 3G4 Group 41 instructor feedback to class2 instructor feedback to group3 instructor feedback to individual4 individual peer to peer feedback 5 group peer to peer feedback 6 whole class peer to peer feedback

CIG1 G4

Connectivism

Student post in G+Assignment on March 20, 2014Comments from classmates

https://plus.google.com/117298516962419493450/posts/CsWBcBc2Qqh

Link to blog – assignmentSelf-assessment, reflection and metacognition

http://abilunas.wordpress.com/2014/03/21/social-justice-and-sustainability/

https://docs.google.com/document/d/1w45oI3dGKo6ibddQUVeMvQSCYoy1tHBJN5Tm4GwmrhQ/edit

Motivating and scaffolding hands-on spontaneous learning online synchronous real-time collaboration

Grading Rubric

https://plus.google.com/117219403239374562288/posts/91HC6TQe388

Link to Gdrive spreadsheet grade – peer to peer

https://drive.google.com/folderview?id=0B65XgVipBfIFeVZNQ1RlU2VzbzQ&usp=sharing

BB grade center – instructor to studentGdrive spreadsheet grade – peer to peer

WHY do weneed to coach METACOGNITION?

HOW can we coachMETACOGNITION effectively?

IntentionalHidden Curricula

Web LiteracyStandards, Skills, and

Competencies

ShowcaseUNL Blended courses

TEAC307ENGL322

Resources

Link to Roz Hussin folder

https://drive.google.com/folderview?id=0B65XgVipBfIFVDhUOExpejIyLUU&usp=sharing

Link to main colloquium folder

https://drive.google.com/folderview?id=0B65XgVipBfIFN3FzdWNlazhOU00&usp=sharing

Cycle ofSelf-Directed Learning

Assess task, Evaluate strengths/weaknesses

Apply strategiesMonitor performance

Blended & Online Learning Colloquium 2014: Supporting Research-Based Instructional Strategies with

TechnologyOrganized by the Office of Online & Distance Education, University of Nebraska–Lincoln

April 14, 2014 at theJackie Gaughan Multicultural Center, UNL City Campus

Research-based technology supported teaching and learningin online and blended courses at UNL in the area of

Coaching MetacognitionPresented by Roz Hussin, Bill Lopez, Jane Hanson

http://go.unl.edu/colloquium2014rozhussin Roz Hussin rozhussin@unl.edu

(402) 472-5464 http://online.unl.edu/

The University of Nebraska-Lincoln is an equal opportunity educator and employer with a comprehensive plan for diversity.

Coaching Metacognition

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Teaching Metacognition

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