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How People Learn to Learn!
Debra Fowler, Jeff Froyd
Texas A&M University
Pre-workshop ActivityDescribe your understanding of self-regulated learning and metacognition
If you were to begin to study a new discipline, what strategies would you use as guides?
What tools and/or approaches are available that promote thinking about learning?
Describe results of any experiences that you have with keeping a journal and/or diary.
Workshop ObjectivesBuild awareness of metacognitionImprove your ability to explain and model metacognitive processesIntroduce tools capable of enhancing metacognitionChallenge participants to follow-up in journals and practice metacognitive behavior
CRESST Model of Learning, Baker (1995)
Learning
ProblemSolving
ContentUnderstanding
Collaboration
Communication
Metacognition
Problem Solving
ContentUnderstanding
Domain-DependentProblem Solving
StrategiesSelf-Regulation
Metacognition Motivation
Awareness
Planning
Monitoring
Cognitive Strategies
Self-efficacy
Effort
http://www.cse.ucla.edu/CRESST/Files/downloads/CRESST/AASADAY1/9/ONeill.ppt
Self-Regulation
Metacognition Awareness Cognitive and metacognitve strategies Monitoring Planning and control
Motivation Awareness and self-efficacy Motivational strategies Monitoring Planning and control
Metacognition
Four major components:Awareness of cognition
Knowledge of cognitive and metacognitive
strategies
Monitoring of cognition
Planning/control of cognition
Knowledge of Learning Strategies
Knowledge of cognitive and
metacognitive strategies Declarative
Procedural
Conditional
Knowledge of Cognition“How do we acquire and process knowledge?”
Declarative: “What” skills/strategies do I have?
Procedural: “How” do I use these skills/strategies?
Conditional: “When and Why” would I use these
skills and strategies?
Knowledge of Cognition“How do we acquire and process knowledge?”
Declarative: skim, reread, activate prior knowledge, graphic organizers, summaries
Procedural: Search for headings, identified words, diagrams, go back and read, stop; think about what is already known, ask questions about what is not known
Conditional: Prior to reading an extensive text, when information seems especially important, prior to reading an unfamiliar task, when there is a lot of interrelated factual information SCHRAW, 2001
Cognitive learning strategiesRehearsal Active repetition Example: repeating vocabulary words Example: identifying key ideas
Elaboration Building bridges between new material and existing material Example: fMRI scan on remembering words
Organization Special case of elaboration strategies Imposing an organizational framework on material under
study Example: concept map
Expectations and Learning
What is a strategy-level matrix?Remember Understand Apply Analyze Evaluate Create
Rehearsal
Elaboration
Organization
Concept MapA concept map is a set of nodes that represent concepts connected by a labeled links that describe a link between concepts.
Concept A
Concept BDescribe how concept A and
concept B are related?
FeedbackDerivative
Finite Element AnalysisIntegral
Linear MomentumAngular Momentum
EnergyInterestMass
Ideal Gas LawFick’s First Law
Fick’s Second LawVectors: Dot Product
Vectors: Cross ProductOrdinary Differential Equations
Kirchoff’s Voltage LawSecond Law of Thermodynamics
Kirchoff’s Current LawModeling
Problem-SolvingForce
Ohm’s LawResistance
Complex NumbersLogarithmic Function
Electric FluxDecision Theory
DivergenceIndirect CostCapacitance
Bending MomentFeedback
First Law of ThermodynamicsEntropy
HeatElectric Field
Magnetic FieldPartial Differential Equations
DeterminantsReturn on Investment
PhasorsBrainstorming
Exponential FunctionConductivity
Chemical KineticsSpecific Heat
ElasticityMalleabilityPlasticity
ResiliencyPermittivity
CurrentElectric Potential
CurlPresentation Skills
DemocracyProfit
DensityMolecule
PhaseShear
Rheology Frequency Response
Eigenvalue, Eigenvector
Sinusoidal FunctionsWork
DisplacementVelocity
AccelerationResistivityLeadershipHess’ Law
Zeroth Law of ThermodynamicsElectric Potential
Magnetic FluxDesign
Maxwell’s EquationsPower
DuctilitySpring Constant
StressStrain
Partial DerivativePermeability
ChargeMagnetic Potential
GradientParagraph
Rate of ReturnFrequency
AtomRoot Locus
TorqueInductance
TorsionPolymer
Kinetic Theory of Gases
Metacognitive Learning Strategies
Understanding vs. memorizing, appropriate mental strategiesDifficult vs. easy text, appropriate reading strategiesSolve problems and examples from a text in random orderRecognizing poor understanding, and willingness to solicit expert helpRecognizing when expert explanations were making a difference with immediate learning problem Brown, A.L., et. al. (1983) “Learning, remembering, and understanding” in P.H.
Mussen, ed., Handbook of Child Psychology, volume 3: Cognitive Development, Wiley
Informed Strategy Instruction
Include explicit descriptions of the general and/or metacognitive strategiesInclude explicit descriptions of when general and/or metacognitive strategies are usefulInclude explicit descriptions of why general and/or metacognitive strategies are useful.
Bruer, J. (1993) Schools for Thought: A Science of Learning in the Classroom. MIT Press, p. 75
LEARNER
Positive affect of: EmotionsAttitudesMotivation
Access previous knowledge
Metacognition
Knowledge of Cognition
Regulation of Cognition
Selects
learning
strategies
Helps Control Learning
Activity
What skills/strategies might a student need to complete work in “your” classroom?
How would they use these skills/strategies?
When and Why would they use these skills/strategies?
Reflection: Are the students in “your” classroom aware of these necessary skills/strategies and how, when and why to use them?
Feedback from Participants
Review before class, read lecture again before lab, read lab write up again, outline of lab write up, discuss with lab group, be more successful, get done early, get a better grade, time to play with equipment, more concentration leads to more learning,reduce stress, night before (or hour before) any lab, related to class todayDetermine how much time task required and monitoring time use as task proceeds, Use project matrix with individual times and group times and record time spent in progress reports (Could also be used in exam time management. Develop strategies for taking exam using an old exam.) Better at estimating time because engineers develop project estimates, or perform better on exam. Beginning of project and throughout project. Beginning of exam and throughout exam. Could be used in other situations, e.g., term papers.Systematic thinking in problem solving, defining the problem by drawing a diagram to incorporate all the elements, get an overview and information to get solution. Don’t see what to do or when you need to document a solution.
Metacognition
Four major components:Awareness of cognition
Knowledge of cognitive and metacognitive
strategies
Monitoring of cognition
Planning/control of cognition
Reflective Journaling
Burrows, V.A., McNeill, B., Hubele, N.F., Bellamy, L. (2001) “Statistical Evidence for Enhanced Learning of Content through Reflective Journal Writing,” Journal of Engineering Education, pp. 661-667
“We present statistical evidence that when students voluntarily write reflective “journal entry” essays on assigned reading, their performance on multiple-choice quizzes on the reading is improved compared to students who do not complete such essays.”
Cowan’s Teaching Examples
Bridge designDesign and build two different bridges and
grade on the lower performance design
Problem-solving script Illustrate script for one type of problem, ask
students to develop a script for another type of problem
Cowan, J. (1998) On Becoming an Innovative University Teacher: Reflection in Action. Buckingham: SRHE and Open University Press.
Controlling Cognition“How will you control your learning, problem solving, design activities?”
Planning: Select appropriate strategies and allocate resources to achieve desired outcome
Monitoring: On-line awareness of comprehension and task performance
Evaluating: Appraise the products and efficiency of one’s learning
Regulation of CognitionRegulatory Checklist (Part 1)
PlanningWhat is the nature of the task?What is the goal?What kind of information and strategies do
I need?How much time and resources will I need?
Regulation of CognitionRegulatory Checklist (Part 2)
MonitoringDo I have a clear understanding of what I
am doing?Does the task make sense?Am I reaching my goals?Do I need to make changes?
Regulation of CognitionRegulatory Checklist (Part 3)
EvaluationHow do I know whether I have reached my
goal?What worked?What didn’t work?Would I do things differently next time?
Strength of Strategy Evaluation Matrix
Promotes strategy useKnown to significantly improve academic
performance
Promotes explicit metacognitive awarenessEncourages learner to actively construct knowledge about how, when and where to use strategies
Graphic Organizers
FlowchartsConcept mapsVenn diagramsTree diagramsNetwork treesFishbone mapsCyclesSpider websGantt chartMind mapsSpatial learning strategies, Weinstein, …
Reciprocal teaching
Questioning
Summarizing
Clarifying
Predicting
One of the ways in which cooperative learning activities strengthen cognitive and metacognitive skills.
Error Analysis
What What answer did I have and what was the correct answer? What did I do wrong? What should I have done?
Why Why did I choose the wrong answer? Why did I make the mistakes that I did?
How How will I remember do to the right thing the next time? How will I improve my performance? How will I make sure that I don’t make the same mistake
again?
Additional Tools for Enhancing Metacognitive Strategies
Think out loudAll thoughts and feelings while performing
the task
Self-questioning
Self-explanation
Modeling
Activity
Reflect on your learning processes in today’s workshop. It is likely that you have used been using one or more of the elements of metacognition. Learning Strategies Monitoring Planning/Controlling
Describe the processes that you utilized to a partner. SwitchListener-feel free to question the process for clarification
Feedback from Participants
Still trying to organize my thoughts about this stuff.
How can I apply this to chem eng. Class?
Combine new with existing info in boxes in my head
Strategy-level matrix was useful visual!
Visualize actual classroom using these techniques, what would change
Taking Control of Learning
“Your learning is going on inside your head, and is dependent on what you are feeling like, what you already know, and the way you approach the whole experience of learning.”
Ian McDonaldSwinburne UniversityAustralia
Post-workshop ActivityDescribe your understanding of self-regulated learning and metacognition
If you were to begin to study a new discipline, what strategies would you use as guides?
What tools and/or approaches are available that promote thinking about learning?
Describe any experiences that you have with keeping a journal and/or diary.
Describe your understanding of self-regulated learning and metacognition.
Pre: I have none; the terms are new to me.Post: I have learned the term strategy and it has become clear that I can control my own motivation.Pre: No understanding of SRL or metacognition.Post: Using learning strategies, awareness of learning tools and methods.Pre: Someone defines an educational goal and the way to achieve that goal.Post: Very interesting and structured presentation of concepts and findings helped to grasp metacognition.Pre: SRL – unsure, sounds like learning on one’s own without teacher/mentor; Metacognition – restructuring of memory, knowledge, skills by learning.Post: SRL – different levels of learning, not enough just to practice, must develop strategies for learning, organizing and applying knowledge; Metacognition – same as beforePre: SRL – changing the set points in a control loop; Metacognition – thinking about how we think, e.g., ask how much time I’ve spent solving a problem.Post: Metacognition – providing a context for students to think about their thinking, the what (declarative), how (procedural), and especially the WHEN and WHY (conditional), the additional of conditional which is new to me is most helpful.
What strategies would you use?
Pre: I would start by getting an overview of the discipline. Then, I would select the specific subject which I am particularly interested in.Post: Same as beforePre: Pick up basic textbook, search the references or online resources depending on the disc.Post: More planning into selection of sources, tools, etc.Pre: Figure out available resourcesPost: No info.Pre: Look for general references, reviews to get big picture; then get into details, that is, deductive, not inductivePost: Concept maps, knowledge structure – still try to glean this from big picture, try to establish interrelationships.Pre: Final an expert and askPost: No info
What tools and/or approaches that promote thinking about learning are available?
Pre: Different books and research material. I also discuss the matters with my students.Post: I will talk to my students and make them reflect on their learning strategies.Pre: Not aware of anyPost: Discussing with experts, workshops, etc.Pre: Simulations, Internet, etc.Post: No infoPre: Do not know.Post: Reflective journal, matrix with levels of Bloom’s taxonomy and levels of learning.Pre: Bibliography, search engines, e.g., Lexus/Nexus, First SearchPost: Relook at LASSI
Describe any experiences that you have with keeping a journal and/or diary.
Pre: I will tell my project teams to keep a diary.Post: I’ve got an idea on how to use a journal. The journal may put a focus on learning strategies.Pre: Never kept a journal/diary; however, from occasional attempts memory/experience depends on emotional impact at the time of occurrence.Post: Answer not changed (Journaling does help remember better.)Pre: I never do this.Post: No info.Pre: Journal/diary – nonePost: Still none.
ReferencesBurrows, V.A., McNeill, B., Hubele, N.F., Bellamy, L. (2001) “Statistical Evidence for
Enhanced Learning of Content through Reflective Journal Writing,” Journal of Engineering Education, pp. 661-667
Cowan, J. (1998) On Becoming an Innovative University Teacher: Reflection in Action. Buckingham: SRHE and Open University Press.
Gourgey, AF (2001), Metacognition in Basic Skills Instruction. In Metacognition in Learning and Instruction, Hartman, HJ (ed), p17-32.
Hartman, HJ (2001), Developing Students’ Metacognitive Knowledge and Skills. In Metacognition in Learning and Instruction, Hartman, HJ (ed), p33-68.
McDonald, I (in press), Taking Control of Learning, Centre for LATTES, Swinburn University
Novak, JD (1998), The Pursuit of a Dream: Education Can Be Improved. In Teaching Science for Understanding: A Human Constructivist View, p3-28
Schraw, G (2001). Promoting General Metacognitive Awareness. In Metacognition in Learning and Instruction, Hartman, HJ (ed), p3-16.
Sternberg, RJ (2001). Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student? In Metacognition in Learning and Instruction, Hartman, HJ (ed), p247-260.
Svinicki, MD (1999). New Directions in Learning and Motivation. In Svinicki, MD(Ed.), College Teaching: From Theory to Practice. New Directions for Teaching and Learning, 80, 5-27