1. This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geociences (GEO) under grant DUE - 1125331 Metacognition Professional Development Webinar The webinar begins at: 9 am PST | 10 am MST | 11 am CST | 12 pm EST For audio, call: 1-800-704-9804 (or 1-404-920-6604 if you cannot use the toll free number) Access Code: 576 5 464 Press *6 to mute and unmute

2. Metacognition Webinar Leaders Josh Caulkins InTeGrate Assessment Team Kaatje Kraft Geology Faculty Whatcom Community College

3. From the materials design rubric: Learning activities develop student metacognition: The activities should provide opportunities for students to iterate and improve their understanding incrementally. Activities should include an appropriate balance of guidance versus exploration and opportunities for reflection, discussion, and synthesis. Students should be able to assess their own learning and confirm they are on the right track.

4. Goals of this webinar Define “metacognition” in a way that is useful for you Provide context for why this is important for student success Explore effective strategies for implementing metacognition into your materials

5. Metacognition Thinking about thinking Developing an awareness of one’s own learning process (the “balcony view”) Monitoring and assessing one’s own learning Making adjustments to one’s learning process

6. Metacognition Only one part of the process Forethought, Planning, Goal Setting Performing, Monitoring, Regulating Reflection (Metacognition), Reaction Modified from Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Seidner (Eds.), Self-Regulation: Theory, research, and applications (pp. 13-39). Orlando, FL: Academic Press. Self- Regulation Cycle

7. What can you do to support students’ self-regulation of their learning? Provide opportunities for students to self- evaluate their own learning Create an environment that fosters learning how to learn Encourage behaviors that foster learning to learn Great! Um… how?

8. Opportunities for students to self-evaluate their learning Retrieval practice: The more time that passes before attempting retrieval, the more we forget Ask students to reflect on what they learned at the end of a topic and/or lesson Being explicit with why we ask students to reflect, helps them to recognize strategies they can effectively employ for themselves PlanningRegulationMetacognition

9. Opportunities for students to self-evaluate their learning Graphic Organizers (Concept Maps) – By asking students to map out concepts, it forces them to link terms to concepts – It more closely maps to expert ways of thinking PlanningRegulationMetacognition

10. Exam Wrappers 1: As part of/after taking an exam, students describe how prepared they feel for the test, how they studied, etc… 2: After they receive their exam back, ask them to respond to their initial ideas and what (if anything) they’ll change for a future exam. 3: Discuss as a class, and remind them of those key ideas prior to the next exam PlanningRegulationMetacognition http://serc.carleton.edu/garnet/interventions Opportunities for students to self-evaluate their learning

11. Creating an environment that fosters learning to learn Reward effort over ability (allow for revisions) Encourage self-comparison over social comparison (use exam wrappers) Model and provide graphic organizers and other organizational structures Be explicit: spend time discussing how these activities help them learn

12. Encourage behaviors that foster learning to learn Encourage questioning and help-seeking – Frequent use of think-pair-share – Frequent use of reflective questions Encourage goal-setting – Proximal: exam or module wrappers – Distal: classroom journals Be explicit: spend time discussing how these activities help them learn

13. Next steps Resources for more information and specific activities posted on the website An activity for us, now.