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Transcript of Metacognition
Metacognitive evaluation What individiduals know about themselves/others as learners/thinkers The regulation of cognition and learning experiences - activities that help people control their learning Reflection and evaluation
How did I do? What do I need to know? My project began about writing, but became about metacognitive stragegies. Metacognition began when physcological researchers in the late 50's (Piaget 1958) started to research not only how the storage and retrieval iof information develops but also how it is controlled. What does this all mean in practical terms? The 3 Elements boil down to:
Developing a plan of action
Maintaining/monitoring the plan
Evaluating the plan
Here's an example of a diagram showing the intersection of metacognitive elements as they pertain to literacy skills I started out looking at writing data from my students that indicated that they were confused about how to do mmany aspects of non-narative/expository writing I used employed metacognitive knowledge, based on my observations and writing assessments, to determine that I needed, as Peirce states, to help my students acquire the 3 different types of learning necessary for them to increase the metacognitive abilities regarding their writing. (2003) Declarative knowledge
Conditional Knowledge So, amidst my own practice, metacogniting on my writing lessons, I created as metacognitive lesson for my students around the writing process. The Unit Focused on trying to improve students declarative knowledge of writing and the writing process while also trying to enhance their knowledge in the areas of procedural and and conditional knowledge about writing:
The 6 Traits of Writing Conditional)
Rubrics and Evaluation (Procedural)
Types of Writing (Conditional)
The Writing Process (Procedural)
Parts of a Good Essay (Conditional/Procedural) The students went through the process of exploring each section, through worksheets and products, to develop their metacognitive abilities in writing; they also were metacognitive about writing assessment using rubrics to evaluate each others presentations and they also created tests for their peers based on Bloom's Taxonomy. I reflected on the project •How well did I do?
•Did my particular course of thinking produce more or less than I had expected?
•What could I have done differently?
•How might I apply this line of thinking to other problems? In reflecting on this lesson, and on metacognition in particular, I reminded them on subsequent assignments that they already had the keys to the castle. In addition to study strategies for vocabulary and grammar tests, students employed their metacognitive abilities on their persuasive book talks and research papers Metaconition and assessment Why does metacognition matter?
Transfer of learning Hard to assess Qualitatively:
Interviews/Oral Assessments Quantitatively:
Track use of specific study/meta skills
Though difficult to directly assess, studies have showen that students, especially those who are from disenfranchised communities (socio/racial/economic), benifit MOST from metacongitive skills rather than from specific curriculum/knowledge. Current Process:
I am currently in the process of reflecting on several aspects of this writing lesson/set of metacognitive strategeies: Earlier in the year
More focus on the strategies
More time connecting the 3 types of knoweldge (Declarative, Procedural, Conditional)
Show the arc more/keep giving the keys to the castle The take away
Book talks and research papers showed improvement over previous writing assignments
My assessments: Students reported increase pride, focus and sense of achievement on assignments without needing direct feedback from teacher
Writing/MAPS data showed significant increases from Winter to Spring Metacognition = Best practices? Metacognitating about metacognition that lead to my my metacognitive lesson plans; which, whill lead to better metacognitive lesson plans. Metacognition = the ability to plan for, reflect upon, and evaluate the quality of one's own thinking skills and strategies; it means becoming increasingly aware of one's own actions and their effects. Basically, I've come to see that: Metacognition is the cat's pajamas. Demo: Discussion: Let's metacognate on metacognition! My Timeline Fall/Winter '09 - In-house/in-class assessments indicate weak overall writing skills/metacognitive writing skills January - Uses metacognitive reflection to decide what should be done
Uses metacognitive knowledge to create metacognitive writing skills unit February/March - Students complete unit, with group presentations, poster and assessment creation April/May - Uses metacognitive reflection to decide what should be done next
Uses metacognitive knowledge to create writing assignments that apply newly gained knowledge to comparative, persuasive and research/expository writing April - Students take Spring in-house writing assessment and MAPS May -
Student Responses/Self-Reporting Current - Reflecting on unit for next year, pacing/sequence, arc etc My question: How can my own metacognition as a teacher lead to increases in students' metacognitive skills?