10-19-23 EPSE 301 LECTURE 6

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University of Alberta *

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300

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Psychology

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Feb 20, 2024

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docx

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Uploaded by DeanOkapiMaster975

Week 7: Module 6:Design for Knowledge Learning Outcomes: - Mechanics of attention - (Intra-)individual differences - Attracting and maintaining learners’ attention The Mechanics of Metacognition: In class Activity: Provoking Thinking and Inquiry…. In pairs or small groups brainstorm at least four questions about metacognition. you can use some of the questions listed below to help you. - Why…? - What if….? - What is the purpose of….? - What if we knew….? - What would change if…..?

- Questions: - Does learning about metacognition make you a better learner? - What is it [metacognition]? - How do we find empirical evidence of metacognition? - How it is different from cognition? - Are there any characteristics that make some better at metacognition than others - Why is it important for students to understand what metacognition is? What is metacognition? - Thinking about the process of thinking - one's knowledge concerning one's own cognitive processes & products or anything related to them (Flavell, 1979); - About being able to observe, understand + control our thinking + learning process - the ways in which learners monitor and regulate their understanding, learning, and remembering (Brown, 1987); - Metacognition is part of our mind that overseas the whole process of thinking and remembering - the ability to control one's thinking, to be aware of one's thinking as it happens, and to be able to direct one's thinking (Livingstone, 2003); - It comes with awareness and understanding of one's own thought processes. - It involves the use particular strategies for learning or for problem-solving: - Awareness of what we can learn - Awareness of how we can learn Metacognition components (1) Metacognitive Knowledge ○ Knowledge about ourselves as thinkers + learners ○ Includes what we know, how we can learn + add new info ○ And under what situations (2) Metacognitive skills (regulations or strategies) ○ Self-regulation comes into play here ■ This is where we actively work on our learning + thinking Some models also include (3) Metacognitive experiences 1. Metacogntive knowledge: - awareness (and beliefs) about cognition and the factors that affect cognitive processes. - So , it is about your own information processing capabilities. - It includes: - Declarative knowledge - Knowledge about yourself as a learner, - What we know what we can do

- E.g., when you know something, but can’t remember - Tip of my tongue = metacognitive processing - the factors that influence your learning and memory, - the strategies and resources needed to perform a task, - the value of applying strategies (knowing what to do) - Procedural knowledge - How to use that info to process new learning - E.g., go through mid term - Some long essay - Some mc - Some short answer - Dif exam require dif study strategies - Memorize - use flashcards? - Essay = understand? - ***how to use strategies of knowledge about how to use the strategies - Conditional knowledge - Knowledge to ensure the completion of the task; - knowing the conditions, when and why to apply the procedures and strategies Learner’s perspective: - This requires clear awareness of yourself as a learner, knowing what works best for you - what you know + don’t know + your knowledge of your skills + dif strategies + your conditions [context] From an educators perspective: - Knowing these thing for your learners is necessary Metacognitive skills/ regulations/ strategies - Actions + techniques we use to manage to make our learning process as effective as possible - Knowledge = awareness - Skill = use of strategies effectively as possible - the deliberate actions or techniques that individuals use to manage and regulate their cognitive processes. It involves: - planning on how to obtain one’s learning objectives; - E.g., planning your time, resources, making a clear plan - Clearer + doable the plan = smoother the process of learning - Planning may include goals + [bloom’s taxonomy] - Idea: - How much time to give a task, - where to focus attention, - what time of day you are most productive, - which strategies to use,

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- how and where to start, - which resources to gather, - what order to follow - monitoring the progress one is making while studying - Mentoring progress, real time feedback - Don’t do night before - Feedback on blog post = real time feedback - Altering strategies based on how our learning is going - idea/ questions: - Real time awareness of “how I’m doing.” - Monitoring involves asking, - “Is this making sense? - Am I trying to go to fast? - Should I be taking notes? - evaluating one’s performance and strategies. - Making judgements about the process and outcomes of thinking and learning. - ideas/ questions: - “should I give up for now? - Get help? - Is this paper (painting/model/poem) finished?” Mobilizing Metacognition

- More we explore, more info we are going to get + more knowledge improves regulation strategies - All this helps us to learn - This is why, in order to change things [= learning], knowing is not enough to change or transform - Metacognition = process that info at a higher level of our mind to make it more sustainable, more influential in terms of changing - Change might be based on schema, or change in person as a whole Metacognitive experiences - feelings and emotions present that are related to the goals and tasks of learning. - Our internal response to learning. - Feelings and emotions serve as a feedback system to help us understand our progress and expectations, and comprehension and connection of new information to the old, among other things. - Critical to metacognition is the ability to deliberately foster a positive attitude and positive feelings toward your learning. - Different ways of assessing to what extent we are using metacognition, ro what aspects of it - that links to how we research metacognition - Lots of experimental work - But also observational work - Some combine both

Metacognition helps with - Cornerstone of human learning - Without higher learning, - An essential skill for life-long learning - Allows us to identify our mistakes, our success and to understand their origin. - It develops during childhood and improves throughout the life Learners with strong metacogntion: - Know the limits of their own memory for a task and elicit help where required - Plan accordingly! - Do frequent self-assessments of their knowledge to ensure they can figure out how well they are learning something - More monitoring - Self-monitor frequently and use a variety of strategies to learn - Undertake careful rehearsal of a skill in order to gain confidence and competence - Plan effectively at many levels and see the big picture of learning ***makes us better learners!!! - When you are an educator role, looking at our learners [from what ever age] from this perspective, you ask where are they in this order [above] and how you might be able to support them. Metacognitive Awareness 1. Knowledge of Cognition (Declarative, Procedural, and Conditional) a a. Awareness of factors that influence your own learning b. Knowing a collection of strategies to use for learning c c. Choosing the appropriate strategy for the specific learning situation 2. Regulation of Cognition a. Setting goals and planning b. Monitoring and controlling learning c. Evaluating own regulation (assessing if the strategy you are using is working or not, making adjustments and trying something new) Activity time: Metacognitive Awareness Inventory (MAI) Metacognitive Awareness Inventory Teaching with/ for Metacognition - Using getting awareness of our own teaching strategies + understanding our learners learning strategies - Knowing ourselves - Knowing our learners

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- teachers to gain awareness about and control over how they think and teach by planning, monitoring, evaluating and adjusting their instructional goals and teaching strategies in accordance with their student’s needs and the sociocultural context. - develop and activate their students’ metacognitive, enabling students to be aware of what they know and do not know by engaging in reflective processes. - And knowing the context - Context specific to educational context, but also specific to environment as well - Teaching for metacognition = using strategies not ONLY will help our learners to achieve their subject matter goals, but also help them improve their metacognitive knowledge + skills - This is the basis of a lot of new paradigms we see in educational innovation or strategies - Focusing on the whole student approach - Self regulated learning - Active engagement of learners - Practical learning - All these comes to teaching for metacognition Some guidelines: educators should 1. acquire the professional knowledge and skills to develop their learners’ metacognitive knowledge 2 2. Explicitly teach learners metacognitive strategies, including how to plan, monitor and evaluate their learning 3 3. Model their own thinking to help learners develop their skills 4. Set an appropriate level of challenge to develop learners’ self regulation and metacognition 5. Promote and develop metacognitive talk in the educational setting 6. Explicitly teach learners how to organize and effectively manage their learning independently 7 7. Schools should support educators to develop knowledge of these approaches and expect them to be applied appropriately Cognitive Apprenticeship [mainly metacognition] Instructional modeL: - [bring in real world implications] is an instructional model that aims to facilitate learning - provides learners with the necessary guidance and support to develop cognitive skills and problem-solving abilities - focuses on bringing internal thought processes into the open so they can be observed and learned by students

Goals of cognitive apprenticeship - To make the thinking process of a learning activity visible - To employ methods of traditional apprenticeship - To effectively guide student learning - To teach the cognitive and metacognitive skills associated with a specific domain of knowledge - To demonstrate the strategies used to problem solve - To model and support reflective thinking 4 domains of cognitive apprenticeship (1) CONTENT: type of knowledge needed for learning and expertise (a) Domain knowledge = subject matter (i) Being aware of something (b) Strategy knowledge = procedural knowledge (i) Steering clear (2) METHOD: ways to promote development of expertise [main part] (a) MODELING: performing a task that your learners can observe (b) COACHING: facilitating learner during a task performance (c) SCAFFOLDING: supporting learner ARTICULATION: verbalizing their knowledge and thinking (i) ***talking, verbalizing = BIG part of this methods!!!! (d) REFLECTION: comparison with giant experts (i) Another way of monitoring + evaluating (e) EXPLORATION: posting and solving learner initiated questions. (i) Going wider + practicing under wider circumstances (3) SEQUENCING: keys to ordering learning activities (a) Free starting from the simple actions to tasks getting more challenging (b) Diversity in challenge (c) Starting from the global [bigger picture] and then coming to the specific action as part of the task (i) Making those connections (4) SOCIOLOGY: social characteristics of learning environment [cultural aspect] (a) Situated learning (i) Knowledge - mind; skill - behaviors; tasks getting easy to hard = sequence (ii) Context of learning = sociology (iii) Important to make sure what we are learning is staying with us - sustaining learning!!!!! (b) Communities of practice (i) Bringing a diversity of knowledge + expertise into our learning experience + environment (ii) Creating that collective knowledge (iii) Creating environment that promotes individual + collective knowledge

(c) Cooperation (i) Needed for collaboration! ***takeaway message: - For us to get better at learning, it is a lot inside our head, but it is also a lt happening in the relationships between education and learner + the learning environment - Who else is there? - Where are we when we learn? Learning communities: Because advancing collective knowledge of the community, which in turn will support growth of its individual members - We need to build learning communities to make sure that all this is happening - Diversity of expertise - Shared objectives - emphasis on learning how to learn - mechanisms for sharing what is learned Activity TIme: Leadership in Learning Communities Agenda Activist: - Looking at the set goals of this class [overall] - How are we doing in relation to those overarching goals in this class - Well? - Can we do something dif? - Reflecting about how we are going in relation to the syllabus - learning goals- issues, challenges, opportunities, key topics, and aspirations of the community. Agenda activists are guardians of the community’s learning agenda. - guardians of the community’s learning agenda Strategies for Learning with Metacognition 3 most effective strategies (1) Self-testing ○ allows for active retrieval and encoding of information, and examples include flashcards, quizzes, and practice exams. ■ PRACTICING! ○ When learners are prompted to recall information, they activate relevant knowledge and more deeply encode the prompt with the correct answer.

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○ With a richer memory pathway for the information established, a learner can more easily access that information in the future. ○ Self-testing promotes retention, monitoring [progress] of knowledge gaps, and higher academic performance compared to passive, reviewing-based strategies. Feedback on correct answers from self-testing enhances the testing effect. (2) Spacing ○ Not leaving things til the last minute ■ Spacing is an important learning strategy ■ Way of metacognitive learning 1) Means we have done planning 2) We know the taks 3) We know conditions 4) We are monitoring ourselves ○ Learners who space their study are less susceptible to the superficial familiarity with material that comes from massing or cramming. ○ Furthermore, spacing can help to consolidate information from a previous study session , which makes the memory trace stronger because information is prompted after a long-enough period (when retention is more likely than familiarity). ○ Spacing can also prompt active recall , much like self-testing. ○ Spacing also encourages students to deliberately plan their study, which gives them greater control over the learning process. (3) Interleaving ○ Rather than intensively working on one task, switching tasks help with learning ○ Presentation of examples from one category are alternated with examples from other categories, promoting superior learning over blocking examples from one category together. ○ Interleaving is thought to benefit learning by naturally producing spaced practice and by promoting discriminative contrast across different categories. ■ Spacing is inherent in interleaving because delays occur between studying a concept or example from the same category. ■ Interleaving presumably helps students to recognize differences among different kinds of problems, which could promote transfer of knowledge to novel situations. ○ Interleaving works for learning categories with strong distinctions among them, such as chemical groups on organic molecules. Other work has

shown a benefit from interleaving with learning categories with some distinction, such as bird species. Module Activity Notes: Think about your study habits… (1) How do you study + learn? (a) I learn by actively engaging as much as the class allows me to and preparing for the type of learning and lecture content the class is. (b) For instance, for a heavily informative such as EPSE 301 or any psychology course in general, I think doing that week’s reading prior to the class helps me better engage with the course content, because I am familiar with the topic. If I don’t know what we are learning, I am less likely to actively engage in course content. (c) Take good notes, not a lot of notes. (i) It is important to know what you are learning and focus on what it is (2) What do you do for information to stick in your brain? End of Session

10-19-23 EPSE 301 LECTURE 6

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