Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning,...
Transcript of Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning,...
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MetacongitiveStrategiestoFacilitateStudentLearninginGenomicBiology
Preparedby:BobLocy,AuburnUniversity
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Bytheendofthispresentationyoushouldbeableto:
• Explainwhatmetacognitionisandhowitaidsyouinunderstandingyourlearning.
• Discusstheprinciplesofhowlearningworks.• Evaluateyourlearningstrategiesandcommittoimprovingstrategies.
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WhatisMetacognition?Awareness,knowledge,andunderstanding
ofyourownlearningprocesses.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
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ThreeTypesofMetacognitiveKnowledge
• Knowledgeofstrategiesappropriatetotasks– HowmightImosteffectivelylearnordo“X”?
e.g.annotating,answeringprompts,doingproblems?
• Knowledgeofstrategyeffectiveness–Whatworked;whatdidn’t?WhatcanIdobetter/differentlytoimprove?e.g.Postassignmentassessmentrubric
• Knowledgeofself– Whatmotivatesmetolearn?DoItakeresponsibilityformylearning?How
canIusemystrengthstoaddressmyweaknesses?DoIavoidachallenge?AmIwillingtochangemystrategiestoimprovemylearrning?
Pintrich,2002,TheoryintoPractice,41,219=225.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 5: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/5.jpg)
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 6: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/6.jpg)
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 7: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/7.jpg)
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 8: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/8.jpg)
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 9: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/9.jpg)
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 10: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/10.jpg)
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 11: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/11.jpg)
- KnowledgeofMetacognitiveStrategyHowLearningWorks
1. Priorknowledgecanhelporhinderlearning.2. Howyouorganizeknowledgeinfluenceshowyoulearnandapply
knowledge.3. Yourmotivationgenerates,directs,andsustainswhatyoudoto
learn.4. Masteryisachievedthroughintegrationandapplication.5. Goal-directedpracticeandtargetedfeedbackcombinesforan
ongoingcycleoflearning.6. Yourleveloflearningdevelopmentinteractswithyoursocial,
emotional,andintellectual“climate”toimpactyourlearning.Conclusion:Tobecomeamoreself-directedandself-regulatory(life-long)learner,youmustapplybettermetacognitivestrategiesandbecomemoreself-awareofyourstrengthsandweaknesses.
Ambroseetal,2010,HowLearningworks:7Research-basedprinciplesforSmartTeaching;Josse-Bass,SanFrancisco.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 12: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/12.jpg)
Noviceproblemsolvers
Schoenfeld,1987,What’sallthefussaboutmetacognition?In:CognitiveScienceandMathematicsEducaiton,A.H.Schoenfeld,Ed.,LawrenceErbaumAss.,Inc.Hillsdale,NY.
Expertproblemsolvers
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
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ThreeTypesofMetacognitiveKnowledge
• Knowledgeofstrategiesappropriatetotasks– HowmightImosteffectivelylearnordo“X”?
e.g.annotating,answeringprompts,doingproblems?
• Knowledgeofstrategyeffectiveness–Whatworked;whatdidn’t?WhatcanIdobetter/differentlytoimprove?e.g.Postassignmentassessmentrubric
• Knowledgeofself– Whatmotivatesmetolearn?DoItakeresponsibilityformylearning?How
canIusemystrengthstoaddressmyweaknesses?DoIavoidachallenge?AmIwillingtochangemystrategiestoimprovemylearrning?
Pintrich,2002,TheoryintoPractice,41,219=225.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 14: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/14.jpg)
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ThreeTypesofMetacognitiveKnowledge
• Knowledgeofstrategiesappropriatetotasks– HowmightImosteffectivelylearnordo“X”?
e.g.annotating,answeringprompts,doingproblems?
• Knowledgeofstrategyeffectiveness–Whatworked;whatdidn’t?WhatcanIdobetter/differentlytoimprove?e.g.Postassignmentassessmentrubric
• Knowledgeofself– Whatmotivatesmetolearn?DoItakeresponsibilityformylearning?How
canIusemystrengthstoaddressmyweaknesses?DoIavoidachallenge?AmIwillingtochangemystrategiestoimprovemylearrning?
Pintrich,2002,TheoryintoPractice,41,219=225.
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 16: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/16.jpg)
Metacognitiveknowledgeofselfaffectedby:
– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains
– Stageofintellectualdevelopment–Motivationtochange/stretch/learn
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
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Accurateself-awareness
Sitatisticsfrom011HigherEducationResearchInstituteStudy
Studyingwasn’tnecessaryinhighschool• 60%offirst-yearstudentsspentlessthansixhoursper
weekdoinghomeworkin12th grade.• 50%graduatedhighschoolwithan“A”average.Thisleadstothemisconceptionthathighschoolstudypracticeswillworkincollege,andpromotesahighconfidencelevelwhentheentering college.
Atleastuntiltheytaketheirfirstcollegetest.Failuretorecognizeandremediatethismisconceptioncanleadtodisappointment,changesinmajor,andevenattrition.
Implieslackofresilienceisoftenlinkedtomindset.
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Metacognitiveknowledgeofselfaffectedby:
– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains
– Stageofintellectualdevelopment–Motivationtochange/stretch/learn
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 19: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/19.jpg)
Mindset
FixedIntelligenceisstatic;Youhaveafixedamountofit.
GrowthIntelligencecanbedeveloped;youcangrowit.
Dweck,Carol(2006)Mindset:ThenewPsychologyofSuccess.RandomHouse,NewYork.
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Metacognitiveknowledgeofselfaffectedby:
– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains(levels)
– Stageofintellectualdevelopment–Motivationtochange/stretch/learn
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
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TheRevisedBloom’sTaxonomyofCognitiveDomains
Remembering– LowlevelRecalling/recognizingspecificinformation,includingfacts,terminology,conventions,criteria,methodology,principlesandtheories.Samplemetacognitiveactivity:Developflashcardstoremember/definekeyterms;discussbenefitsandlimitsoftechniquewithpeers.
ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigerLevel
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TheRevisedBloom’sTaxonomyofCognitiveDomains
Understanding– LowerMiddleLevelComprehendinganycommunication(text,lecture,article,graph,etc.)throughexpressingitinanotherform(ownwords,newconfiguration,extrapolation,etc.).Samplemetacognitiveactivity:Provideyourownsummaryofthekeyfindingsofaresearcharticlein70wordsorless;peersassessforplagiarismandaccuracy.
ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigherLevel
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TheRevisedBloom’sTaxonomyofCognitiveDomains
Applying– MiddlelevelTakingaprincipleorprocesspreviouslylearnedandapplyingitinanewsituationwithoutbeingtoldtodoso.Examplesincludeapplyingsocialsciencegeneralizationstospecificsocialproblemsorapplyingscientificormathematicalprinciplestopracticalsituations.Samplemetacognitiveactivity:constructatablefordatacollectionbasedonagivenexperimentaldesignandappropriatestatisticalanalysisofthedata;thenarticulatetopeerswhatstepsyouemployedinworkingthisthrough.
ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigherLevel
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TheRevisedBloom’sTaxonomyofCognitiveDomains
Analyzing– HighLevelBreakingatopicorproblemintoitsseparatecomponents,deducingtheirrelationships,andunderstandingtheirpatternoforganization.Examplesincludededucingunstatedassumptions,detectingcauseandeffectrelationships,andcomparingandcontrastingmethodsofinquiry.Samplemetacognitiveactivity:Teamsofstudentsdevelopaconceptmapofadifficultconcept;thenteamscomparemapsanddescribereasoning.ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigherLevel
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TheRevisedBloom’sTaxonomyofCognitiveDomains
EvaluatingHighLevelMakingvaluejudgmentsaboutideas,solutions,methods,andsoforth,basedontheuseofeitherquantitativeorqualitativecriteriaorstandards.Examplesincludeevaluatingtheappropriatenessofahealththerapy,critiquingtheauthor(s)explanationsofexperimentalresults,orassessingtheethicalimplicationsofaparticularcourseofaction. Samplemetacognitiveactivity:Workinteamstoreflectuponandcomparepersonalstudypracticesandproposealistofbestpractices.
ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigherLevel
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TheRevisedBloom’sTaxonomyofCognitiveDomains
Creating– HighlevelBuildingsomethingnewthroughsynthesis,integration,andimagination.Examplesincludeperformanceorvisualizationofabstractconcepts,proposingnovelwaystotesthypotheses,andintegratinginformationfromdisparatesourcestoconstructnewknowledge.Samplemetacognitiveactivity:Developagroupskittomodeladifficultconcept;thenwriteareflectiveessayonhowtheactivityinfluencedlearning.ImagebyJessicaPilgreen,from:https://larswas.files.wordpress.com/2013/06/bloom1.png;basedupon:Anderson,LorinW.&DavidR.Krathwohl,eds.ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Boston,Allyn&Bacon,2000.GlosswithmetacognitiveactivitydonebyGoldey,2016.
LowerLevel
HigherLevel
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ActivitiesRelatedtoLower&HigherBloomLevelsMod
ified
from
Dr.EllenGo
ldey,W
offordCollege
Remembering
Understanding
Applying
Analyzing
Creating
Evaluating
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Metacognitiveknowledgeofselfaffectedby:
– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains
– Stageofintellectualdevelopment–Motivationtochange/stretch/learn
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
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Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
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Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
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Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
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Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
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Metacognitiveknowledgeofselfaffectedby:
– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains
– Stageofintellectualdevelopment–Motivationtochange/stretch/learn
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
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GettingMETAonMotivation
• WhatImpactsstudentmotivation?– Emotions– Relevanceofcoursecontentandskillstoself/world
– Connectednesstopeers/instructor/department/institution
Mod
ified
from
Dr.EllenGo
ldey,W
offordCollege
![Page 35: Metacongitive Strategies to Facilitate Student Learning in ... · A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Boston,](https://reader030.fdocuments.net/reader030/viewer/2022040709/5e0d7fec8cc5ca641738a159/html5/thumbnails/35.jpg)
Summary• Metacognitionisanawareness,knowledge,and
understandingofyourlearningprocess.• Todothisweconsider3typesofmetacognitiveknowledge;
i.e.knowledgeoflearningstrategies,andtheireffectiveness,andknowledgeofourselves,ourstrengthsandweaknesses.
• Identifyingmisconceptions,andhowyouorganizeyourknowledgeinfluencelearning.
• Goal-directedpracticeandtargetedfeedbackcombinesforanongoingmetacognitivecycleoflearning.
• Successisachievedwhenwemoveourlearningtohigherlearninglevels.
• Yourleveloflearningdevelopmentinteractswithyoursocial,emotional,andintellectual“climate”toimpactyourlearning.