TEACHING METACOGNITION © 2011 by The Johns Hopkins University. All rights reserved.
What is Metacognition? 2 v The ability to reflect on thinking v The ability to plan, monitor, and assess one’s own learning v The ability to focus on the whole of an experience and understand how it changed you
Why Teach Metacognition? 3 v To enhance long-term learning v To develop self efficacy in learners v To enhance skills necessary for collaborative project work
Research Base 4 v Gifted learners typically are stronger in metacognition than other learners v Metacognition strengthens learning, especially in math and science v Metacognition enhances connected learning needed in research and other project endeavors
Models for Teaching Metacognition 5 The Need To Know Board v What do we know? v What do we need to know? v How are we going to find out? v What have we learned?
Problem Logs 6 v Why did the experiment not work? v What could I have done differently? v How do I assess my skills in scientific investigation? v Which ones will require me to practice more?
Journaling 7 Reflect on your role as a scientist. v What skills have you acquired? v What beliefs do you hold about science in our world? v What do you understand about problem solving in the real world?
Questions for Reflection 8 v So what? v Why does it matter? v How does the learning fit with yesterday’s learning? v What new understanding do you have about…? v How can I do better?
Independent Learning Models 9 v What is my plan to improve? v How will I know I am making progress? v What outcome do I want to reach? v What is my timeline? Intermediary steps?
The Teacher’s Role in Metacognition 10 v Question asker v Coach v Provider of scaffolds for thinking v Assessor of meaningful progress and provider of suggestions for improvement
The Student’s Role in Metacognition 11 v Self-monitoring performance with an intent to self-assess v Recognizing gaps in knowledge and setting up learning agendas to fill them v Identifying needed learning resources v Identifying skills needed to use resources wisely and well v Sorting through information to determine relevancy v Identifying biases and limitations
Research Model 12 v v Application of research model gives to pupils a method of consideration and research of an important problem Includes all main elements of a reasoning. Allows to use modeling of each stage of process in a class. Gives instructions for obtaining information during research of important problems.
Research Model (cont. ) 13 Allows to study research process. v Learns to collect information on other points of view on this subject. v Learns to use information sources for the analysis and synthesis of arguments and opinions which belong to this subject. v Allows to bring new ideas and a new view in problem discussion, thus adding results of own researches. v
14 The goal is self-directed learning in students and ourselves! Reflecting on one’s thinking allows us to resent problems, to formulate new solutions, and to revise and improve our thinking and our actions.
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level 2 theme 6 Teaching Metacognition.pptx