Classroom Assessment (1) EDU 330: Educational Psychology Daniel Moos.
Metacognition EDU 330: Educational Psychology Daniel Moos.
-
Upload
janice-kelly -
Category
Documents
-
view
219 -
download
3
Transcript of Metacognition EDU 330: Educational Psychology Daniel Moos.
Metacognition
EDU 330: Educational Psychology
Daniel Moos
Tall in the the saddle
Guiding Question: What does this activity suggest about the role of prior knowledge and experience in learning?
“Phraseology” example
In 1763 Marian and the settlements ended a seven-year war with the Langurians and Pitoks. As a result of this war Languia was driven out of East Bacol. Marain would now rule Laman and other lands that had belonged to Languia. This brought peace to Bacolian settlements. The settlers no longer had to fear attacks from Laman. The Bacolians were happy to be part of Marain in 1763. Yet a dozen years later, these same people would be fighting the for independence (Beck and Mckeown, 1993, p.2)
In 1763 Britain and the settlements ended a seven-year war with the French and Native Americans. As a result of this war, the French were driven out of North America. Britain would now rule Canada and other lands that had belonged to the French. This brought peace to the North American settlements. The settlers no longer had to fear attacks from Canada. The North Americans were happy to be part of Britain in 1763. Yet a dozen years later, these same people would be fighting the for independence.
Guiding Question: What does this activity suggest about the role of prior knowledge and experience in learning? Implications for teachers?
31 5 70 4860 211 8201
Guiding Question: What does this activity suggest about the importance of organization in learning? What does this activity suggest about the maximum number of items we can learn at one time? Implications for teachers?
“Numbers” example
As quickly as you can…
…state the months of the year
…state the months of the year, alphabetically
Guiding Question: What does this activity suggest about the role of how we originally learn in retrieving this knowledge? Implications for teachers?
“Months” example
“Riding a bike” example
On a scale of 1 (very poorly) to 5 (very easily), how well can you ride a bike?
Turn to your neighbor and discuss how you would teach someone who does not know how to ride a bike
On a scale of 1 (very hard) to 5 (very easy), describe the difficulty level you just experienced in describing how you might teach someone to ride a bike
Why might there be a discrepancy between your “expertise” and ability to teach?
Guiding Question: What does this activity suggest about the challenges “experts” might face in teaching novices? Implications for teaching?
RED BLACK BLUE BLACK YELLOW BLACK RED YELLOW BLUE BLACK
RED BLACK BLUE BLACK YELLOW RED YELLOW BLUE BLACK RED
As quickly as you can, quietly say the COLOR and not the pronunciation of the following words (from left to right):
Example: Yellow Blue
Guiding Question: What does this activity suggest about the role of “attention” and “perception” in learning? Implications for teachers?
“Color” example
Let’s Review: The IPT Model(1) 2 minute summary of model(2) Identify one concrete implication (what does this theory suggest about how to teach?)(3) Any terms/concept that you would like clarified?
What is Metacognition?
Cognition refers to… The manner in which information is processed
(the way in which students process, store, retrieve, manipulate knowledge)
Metacogntion refers to… Knowledge about these operations and how they
may be best used to achieve a learning goal
What is Metacognition?, continued
A critical turning point during World War II was…hmm..wonder what I should wear tomorrow…World War II, December 7, 1941….I am really mad at what Sally said to me in PE today….let’s see..I’ve finished the first part of the chapter..
A critical turning point during World War II was…I think we talked about this yesterday …World War II, December 7, 1941...I don’t really understand this paragraph…I better read it again…
What is Metacognition according to Flavell (1987)?
Knowledge-of-person variables Individual understanding (are you better at math
or English?) Knowledge-of-task variables
Knowledge of tasks (which tasks take you longer to complete?)
Knowledge-of-strategy variables Knowledge of effective strategies (which
strategies are most effective for you?)
Age trends in Metacognition Young Elementary (6 yr olds)
Do know: Familiar items easier to remember, small set of information easier to recall
Do not know: Limit to amount one can recall Young Elementary (7 yr olds)
Do know: Interest, familiarity, and story length affect comprehension and recall
Do not know: Effect of how ideas are sequenced, time of test should affect study time
Elementary (9 yr olds) Do know: Recall is limited (younger children overestimate how
much they can store and retrieve in STM) Begin to understand when they know something well enough to
pass a memory test (younger children choose to study something they had already seen)
Supporting Students’ Metacognition
“Self-metacognitive questions” Comprehending the problem
“What is the problem/task? Constructing connections between previous and new
knowledge “What are the similarities/differences between the problem/task at hand
and problems/tasks I have solved in the past, and why?” Using appropriate strategies to solve the problem/task
“What are some appropriate strategies?” “When/how should I implement a particular strategy?”
Reflecting on the process and the solution “Does the solution make sense?” “How can I solve the task in another way?”