1. Seven Research Based Principles 1.Prior knowledge can help or hinder learning 2.Organization of knowledge influences learning and application 3.Motivation determines, directs, and sustains learning 4.Mastery requires acquiring, integrating, and applying component skills 5.Goal-directed practice coupled with targeted feedback enhances student learning 6.Students’ level of development interacts with course social, emotional, & intellectual climate to impact learning 7.Students must learn to monitor and adjust their approaches to learning to be self-directing Ambrose et al., 2010

2. Schunk & Zimmerman (2009) Motivation & SRL Highly motivated students: Are more attentive Display higher levels of mastery Recover from failure more quickly Use deeper learning strategies Are motivated to persist Experience greater affect Exhibit greater self-regulation Are more satisfied Show greater achievement

3. “Motivation determines, directs, and sustains learning” Many ways to think about motivation, key ideas for classroom are: Expectancy & Value (Eccles & Wigfield, 2002) What students need to maintain motivation Goal Theory (Locke & Latham, 2002) Goldilocks approach to teaching Mindset (Dweck, 2006) How students think about their learning matters Motivation

4. “Students’ level of development interacts with course social, emotional, and intellectual climate to impact learning” Student Engagement Students need to interact with their peers (Summers & Svinicki, 2007) and feel a part of a community (Tinto, 2006) Authentic content Problems should be real and meaningful (Ambrose et al., 2010) Learning Environment & Climate

5. “Students must learn to monitor and adjust their approaches to learning to be self- directing” Metacognition is the process of reflecting on and directing one’s own thinking (Pellegrino et al., 2001) Self-Assessment Self-Regulation Metacognition & Self-Regulation

6. Metacognition Involves Reflection What kind of problem is this? What is the best strategy for solving it? How will I know if I solved it correctly? How could I do it better next time? What additional information do I need? What use is this new information? How can I use my new understanding to solve different kinds of problems?

7. Pedagogical Challenge Metacognition is a “self-imposed internal conversation” Shown to improve transfer (Bransford et al. 2000) Essential to becoming a self-directing learner Easily assumed that students are doing it, or can develop on own; both assumptions are wrong Challenge is to keep students in constant contact with their metacognition Instruction must be explicit (Pintrich, 2002)

8. Geologic Time Personal Resources Prior Knowledge Available Strategies Task Requirements Type of Learning Task Appropriate Strategies

9. Expert Learners – Self-Regulation EvaluateMonitor Plan Metacognitive Control (self-regulation) Metacognitive Knowledge (declarative, procedural, conditional) Personal Resources Prior Knowledge Available Strategies Task Requirements Type of Learning Appropriate Strategies Modified from Ertmer and Newby (1996)

10. Schoenfeld (1987) Solving a Problem Elapsed Time (mins) 024681012141618 Read Analyze Explore Plan Implement Verify Experts Elapsed Time (mins) 012345678910111213141516171819 Read Analyze Explore Plan Implement Verify Novices

11. Bloom’s Domains of Learning

13. Beliefs Affect Motivation & Persistence Carol Dweck (2006) Carol Dweck (2000)

14. Dweck’s “Fixed” vs “Growth” Mindsets avoid challenges give up easily see effort as fruitless ignore feedback be threatened by success of others embrace challenges persist in face of setbacks see effort as path to mastery Iearn from criticism find lessons and inspiration in success of others

15. Expert Learners - Reflection EvaluateMonitor Plan Reflection Metacognitive Control (self-regulation) Metacognitive Knowledge (declarative, procedural, conditional) Personal Resources Prior Knowledge Available Strategies Task Requirements Type of Learning Appropriate Strategies Goals Beliefs Attitudes Motivation Reflection Modified from Ertmer and Newby (1996)

16. Metacurriculum for Metacognition ActivityKnowledge or Skills Knowledge SurveysGoal-setting, Monitor. & Eval. Reading ReflectionsReflection & Monitoring Learning ReflectionsRefl., Monitoring & Evaluation Critical ThinkingStrategies for Thinking Exam WrappersEvaluation & Goal-setting How I Earned an “A”Goal-setting & Monitoring

17. Reading and Reflecting Reading Reflections: Completed after each reading assignment Short responses to a few questions Submitted online before class Credit awarded for “reflective” submissions What is the main point of this reading? What did you find surprising? Why? What did you find confusing? Why?

18. Effect Size = 0.71 (Large) Course Grades in Intro Geology

19. Reflective Prompt Examine the examples of student reading reflections. Which one is “best”? Why? What are students learning? Missing? How could you use, or modify, reading reflections to improve student metacognition in your course?

20. Knowledge Surveys Introduced by Nuhfer (1993, 1996) Content & skill objectives of course Span levels of thinking (Bloom levels) Students indicate knowledge/ability

21. Example Knowledge Survey Items ItemsLevel I can write a definition of a mineral?Remember I can describe the cooling of a basaltic magma using Bowen’s Reaction Series. Understand I can calculate the relief of a region.Apply I can compare the generation of melts along convergent and divergent plate boundaries. Analyze I can evaluate three potential sites for a landfill.Evaluate I can construct a model of the origin of a suite of rocks from a layered intrusion. Create 1)I don't know the answer 2)I know some of answer 3)I know the answer

22. Utility of Knowledge Surveys Course Design Clarification of course objectives and structure Improved organization and preparation Students Full disclosure of course objectives and expectations Study guide (goal-setting) Formative assessment tool (monitoring) Development of self-assessment skills (evaluation) Instructors Assessment of learning gains Course assessment Assessment of instructional practices Programs Program Objectives Student Learning

23. Knowledge Survey & Exam Results

24. Results of pre-course knowledge survey (orange), pre-exam I (green) and II (pink) knowledge surveys, and exam I (blue) and II (purple) scores. Knowledge Survey Results

25. Reflecting on Learning What are the three most important things you have learned so far? How do they contribute insights in other areas? Describe the learning strategies that you are using. How might they be adapted for more effective learning? How does learning in this course relate to other courses? Other aspects of your life?

26. Exam “Wrapper” Achacoso (2004) Lovett (2008) 1.Exam Re-do 2.Reflection Self Evaluation Preparation Strategies Performance Analysis Planning

28. Reflection and closing thoughts…?

29. Action Plan How might the addition of metacognitive activities help to support content learning in your course? What changes could you make to improve student motivation and learning? How might you adapt one of the metacognition/motivation examples to the specific context of your own course?

30. Intrinsic goals – incorporate student interests into exercises, develop situational interest Task value – link tasks to real world relevance and development of personal/professional skills Self-efficacy – incorporate scaffolding strategies, formative assessment, multiple opportunities to complete work, few penalties for errors. Metacognitive Regulation – encourage students to set specific learning goals, model effective strategies, provide opportunities for reflection on learning. Changing Motivation Examples of potential strategies for increasing scores on affect subscales:

31. Bloom’s Cognitive Processes LevelDefinition Verb Examples That Can Represent Intellectual Activity Create Originate, integrate, or combine ideas into a new product or plan arrange, assemble, compose, construct, create, design, develop, formulate, organize, propose Evaluate Appraise, assess, or critique on basis of standards or criteria appraise, argue, assess, attach, choose, defend, estimate, judge, predict, rate, select, evaluate Analyze Distinguish, classify, or relate assumption, hypotheses or evidence analyze, appraise, categorize, compare, distinguish, examine Apply Select, transfer, and use data or principles to complete new task apply, choose, demonstrate, employ, illustrate, interpret, solve, use Understand Translate, comprehend, or interpret information classify, describe, discuss, explain, indicate, restate, translate Remember Recall or recognition of information, ideas and principles arrange, define, label, list, name, relate, recall, repeat, reproduce