Metacognition: Thinking About How We Learn
Metacognition involves thinking about our own learning process, monitoring and adjusting our strategies, and managing motivation. Supporting students' self-regulation includes creating environments that foster learning, providing opportunities for self-evaluation, and encouraging behaviors that enhance learning outcomes.
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Presentation Transcript
Metacognition: What is it and how do I do it?
What does self-regulated learning mean to you?
Metacognition Thinking about thinking Learning about how people learn Developing an awareness of one s own learning process Monitoring and assessing one s own learning Making adjustments to one s learning process Managing one s motivation and attitudes
What can you do to support students self-regulation of their learning? Provide opportunities for students to self- evaluate their own learning Create an environment that fosters learning how to learn Encourage behaviors that foster learning to learn Great! Um how?
Opportunities for students to self- evaluate their learning Low effort (class/activity-level): Think-Pair-Share Retrieval practice Moderate effort (activity/unit-level): Reflective Prompts Exam Wrappers Committed effort (course level): Learning journal
Creating an environment that fosters learning to learn Reward effort over ability (allow for revisions) Encourage self-comparison over social comparison (use exam wrappers) Model and provide graphic organizers and other organizational structures Be explicit: spend time discussing how these activities help them learn
Encourage behaviors that foster learning to learn Encourage questioning and help-seeking Frequent use of think-pair-share Frequent use of reflective questions Encourage goal-setting Proximal: exam or module wrappers Distal: classroom journals Be explicit: spend time discussing how these activities help them learn
What could you do in a Large lecture course? Lab section? Seminar?
