MetacongitiveStrategiestoFacilitateStudentLearninginGenomicBiology

Preparedby:BobLocy,AuburnUniversity

Bytheendofthispresentationyoushouldbeableto:

• Explainwhatmetacognitionisandhowitaidsyouinunderstandingyourlearning.

• Discusstheprinciplesofhowlearningworks.• Evaluateyourlearningstrategiesandcommittoimprovingstrategies.

WhatisMetacognition?Awareness,knowledge,andunderstanding

ofyourownlearningprocesses.

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Dr.EllenGo

ldey,W

offordCollege

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.

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Dr.EllenGo

ldey,W

offordCollege

- 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

- 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

- 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

- 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

- 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

- 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

- 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

Noviceproblemsolvers

Schoenfeld,1987,What’sallthefussaboutmetacognition?In:CognitiveScienceandMathematicsEducaiton,A.H.Schoenfeld,Ed.,LawrenceErbaumAss.,Inc.Hillsdale,NY.

Expertproblemsolvers

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

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

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

Metacognitiveknowledgeofselfaffectedby:

– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains

– Stageofintellectualdevelopment–Motivationtochange/stretch/learn

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from

Dr.EllenGo

ldey,W

offordCollege

Accurateself-awareness

Sitatisticsfrom011HigherEducationResearchInstituteStudy

Studyingwasn’tnecessaryinhighschool• 60%offirst-yearstudentsspentlessthansixhoursper

weekdoinghomeworkin12th grade.• 50%graduatedhighschoolwithan“A”average.Thisleadstothemisconceptionthathighschoolstudypracticeswillworkincollege,andpromotesahighconfidencelevelwhentheentering college.

Atleastuntiltheytaketheirfirstcollegetest.Failuretorecognizeandremediatethismisconceptioncanleadtodisappointment,changesinmajor,andevenattrition.

Implieslackofresilienceisoftenlinkedtomindset.

Metacognitiveknowledgeofselfaffectedby:

– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains

– Stageofintellectualdevelopment–Motivationtochange/stretch/learn

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Dr.EllenGo

ldey,W

offordCollege

Mindset

FixedIntelligenceisstatic;Youhaveafixedamountofit.

GrowthIntelligencecanbedeveloped;youcangrowit.

Dweck,Carol(2006)Mindset:ThenewPsychologyofSuccess.RandomHouse,NewYork.

Metacognitiveknowledgeofselfaffectedby:

– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains(levels)

– Stageofintellectualdevelopment–Motivationtochange/stretch/learn

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Dr.EllenGo

ldey,W

offordCollege

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

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

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

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

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

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

ActivitiesRelatedtoLower&HigherBloomLevelsMod

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Dr.EllenGo

ldey,W

offordCollege

Remembering

Understanding

Applying

Analyzing

Creating

Evaluating

Metacognitiveknowledgeofselfaffectedby:

– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains

– Stageofintellectualdevelopment–Motivationtochange/stretch/learn

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Mod

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from

Dr.EllenGo

ldey,W

offordCollege

Mod

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from

Dr.EllenGo

ldey,W

offordCollege

Mod

ified

from

Dr.EllenGo

ldey,W

offordCollege

Metacognitiveknowledgeofselfaffectedby:

– Priorlearningandmisconceptions–Mindset– Practicein,andawarenessof,allcognitivedomains

– Stageofintellectualdevelopment–Motivationtochange/stretch/learn

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from

Dr.EllenGo

ldey,W

offordCollege

GettingMETAonMotivation

• WhatImpactsstudentmotivation?– Emotions– Relevanceofcoursecontentandskillstoself/world

– Connectednesstopeers/instructor/department/institution

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Dr.EllenGo

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offordCollege

Summary• Metacognitionisanawareness,knowledge,and

understandingofyourlearningprocess.• Todothisweconsider3typesofmetacognitiveknowledge;

i.e.knowledgeoflearningstrategies,andtheireffectiveness,andknowledgeofourselves,ourstrengthsandweaknesses.

• Identifyingmisconceptions,andhowyouorganizeyourknowledgeinfluencelearning.

• Goal-directedpracticeandtargetedfeedbackcombinesforanongoingmetacognitivecycleoflearning.

• Successisachievedwhenwemoveourlearningtohigherlearninglevels.

• Yourleveloflearningdevelopmentinteractswithyoursocial,emotional,andintellectual“climate”toimpactyourlearning.