joyce vantassel-baska college of william and mary
DESCRIPTION
Why teach metacognition? To enhance long term learning To develop self efficacy in learners To enhance skills necessary for collaborative project workTRANSCRIPT
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Joyce VanTassel-BaskaCollege of William and Mary
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What is metacognition?
The ability to reflect on thinking, The ability to plan, monitor, and
assess one’s own learning, and The ability to focus on the whole of
an experience and understand how it changed you.
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Why teach metacognition?
To enhance long term learning
To develop self efficacy in learners
To enhance skills necessary for collaborative project work
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Research base
Gifted learners typically are stronger in metacognition than others (Shore et al., 2000)
Metacognition strengthens learning, especially in math and science (National Research Council, 2002)
Metacognition enhances connected learning needed in research and other project endeavors (Boyce et al. 1997)
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Models for TeachingMetacognition
The Need To Know Board
What do we know?What do we need to know?How are we going to find
out? What have we learned?
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Problem Logs
Why did the experiment not work? What could I have done differently? How do I assess my skills in scientific
investigation? Which ones will require me to practice
more?
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Journaling
Reflect on your role as a scientist in the unit Budding Botanists. What skills have you acquired? What beliefs do you hold about science in our world? What do you understand about problem solving in the real world?
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Questions for reflection
So what? Why does it matter? How does the learning fit with
yesterday’s? What new understanding do you
have about…? How can I do better?
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Independent Learning Models What is my plan to improve?
How will I know I am making progress?
What outcome do I want to reach?
What is my timeline? Intermediary steps?
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The Teacher’s Role in Metacognition Question asker Coach Provider of scaffolds for thinking Assessor of meaningful progress and
provider of suggestions for improvement
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The Role of the Student in Metacognition
Self-monitoring performance with an intent to self-assess
Recognizing gaps in knowledge and setting up learning agendas to fill them
Identifying needed learning resources Identifying skills needed to use resources wisely and well
Sorting through information to determine relevancy
Identifying biases and limitations
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The goal is self-directed learning in students and
ourselves!Reflecting on one’s
thinking allows us to resee problems, to formulate new solutions, and to revise and improve our thinking and our actions.