Metacognition

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Metacognition

• EDU 330 Educational Psychology
• Dr. Daniel Moos

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Lets Review The IPT Model(1) 2 minute summary
of model(2) Identify one concrete implication
(what does this theory suggest about what
teachers can do to improve student learning?)
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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

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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?)

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Does a teachers expectation align with the
students perception of expectation?

• Directions Count the vowels (a, e, i, o) and
  recall the order in each word (30 seconds)

Dollar bill Kangaroo Tricycle Clover Pentagon Dice
Days in a week Spider Cat Lives Dime
o a i a a oo i e o e e a o i e
a i a ee i e a i e i e
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Does a teachers expectation align with the
students perception of expectation?

• Directions Recall the words. Hint There is a
  relation between word and order e.g., One dollar
  (30 seconds)

Dollar bill Kangaroo Tricycle Clover Pentagon Dice
Days in a week Spider Cat Lives Dime
Transparency of expectations!
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Transparency of expectations How to learn.and
metacognition
A critical turning point during World War II
washmm..wonder what I should wear tomorrowWorld
War II, December 7, 1941.I am really mad at what
Sally said to me in PE today.lets see..Ive
finished the first part of the chapter..
A critical turning point during World War II
wasI think we talked about this yesterday World
War II, December 7, 1941...I dont really
understand this paragraphI better read it again
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• (1) What is the difference between studying and
  learning?

(2) How can teachers be explicit about
expectations? (3) How can you support learning
(vs. studying)?
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Helping students to learn during reading.PLAN

• Im going to read a book about a nonfiction
  topic, and I really dont know much about it. I
  think I should read slowly. If I still dont
  understand, I may need to reread or skim the
  text.
• I already know something about this topic. It
  is...
• Ive seen this before when I went to...
• I see lots of graphics and charts. Ill need to
  use those to help me understand what Im reading.
• Are there any clue words and phrases that might
  help figure out what text structure Im reading?
• Before I continue reading, I need to stop and
  think about what I just read and make sure I
  understand it. If I dont, I need to stop and
  plan.

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Helping students to learn during reading.MONITOR
EVALUATE

• What might happen next?
• Why do I think that? What was this page about?
• How does the graphic on this page help me
  understand the text?
• What can I write or draw that might help me
  remember and understand what I just read?
• __________________________________________________
  __
• How well did I read and understand?
• What strategies worked well for me?/ didnt work
• What should I do next time?
• How will I remember what I read?

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Helping students to become self-regulated
learners
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Theoretical Frameworks

• Social Cognitive Approach (Schunk Zimmerman,
  1997 Zimmerman, 2000) )

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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)