1. (1) Stand up and find a partner(s) from a different table
(2) Let’s Play… Rock-Paper-Scissors Best two out of three
Winner gets to....
TEACH!

2. TEACHER: “Teach” and then clap twice STUDENTS: “Okay” and then clap twice Teacher: (1) Summary of IPT model (2) Implications Listener: “I heard…” and then add additional info TEACHER: “Yes” and then STUDENTS clap twice

3. What is Metacognition and why is it important?
Selective Attention example #1:
Selective Attention example #2:
Write your name as many times as possible in 15 seconds
Multiply number by 4; what is your number?
Teachers present content about an average of 110 word per minute during a lecture
Presentation rates substantially faster than what students can write… in other words, students cannot write down everything! 8

4. What is Metacognition? Cognition refers to… Metacogntion refers to…
Mental processes that include memory, attention, producing/using language, reasoning, problem-solving, etc
Taking notes, summarizing, seeking help when confused
Metacogntion refers to…
Knowledge about mental processes and how they may be used to achieve a goal (“Thinking about your thinking”)
What leads you to seek help in a class (cognitive activity)?
You identify an area of confusion (metacognitive activity) and identify strategy to address confusion (metacognitive activity) 8

5. Metacognition in Theory

6. Metacognition in Reality (I)
Not just another “education” buzz word…
We know it is incredibly important in learning…
Over 35 years of research (Flavell, 1979, 1987)
Awareness of Knowledge: understanding what one knows and what one does not know
“I know that I understand that plants need sunlight, but I do not know why.”
Awareness of Thinking: understanding cognitive tasks and what is required to complete them
“I know that reading this newspaper article for homework will be more difficulty than reading my textbook”
Awareness of Thinking Strategies: understanding approaches to learning
“I know it is helpful to stop the video and make sure I understand the material by reviewing my notes. I should jot down questions for class”
What is one personal example of how you demonstrated awareness of knowledge, thinking, or thinking strategies?

7. Metacognition in Reality (II)
Not just another “education” buzz word…
We know it is incredibly important in learning…
Supported in diverse areas of research: Cognitive Psychology, Educational Psychology, Learning Sciences
Personal commitment and consistency of findings:
31 of my 33 published journal articles are based on studies that used metacognition to explain learning
Statistically significantly predicted learning outcomes
Accessible instructional strategies for supporting metacognition

8. Metacognition in Practice (I)
Metacognitive activities should guide students to:
Articulate what they already know
Articulate what they learned
Monitor progress, evaluate work, and set goals
Identify, evaluate, and implement effective strategies
Connect content and transfer learning between contexts
Characteristics of effective metacognitive activities:
Facilitate student planning, monitoring, and reflection
Are offered before, during, and after learning
Occur in various settings (individuals, pairs, small group, large group)

9. Metacognition in Practice (II)
Developmental groups
Go to your station and identify WHAT metacognitive strategies are effective (one color post it)
Rotate to second station and identify WHY strategies are metacognitive and effective (different color post it)
Subsequent stations – identify HOW to use identified metacognitive strategies in your particular content area and/or developmental group

10. Metacognition in Practice (III)
Exit Cards
I understand….
I do NOT understand….

11. Many students (of all ages) do not self-regulate their learning
Metacognition in Practice (IV)
SRL prompts
Many students (of all ages) do not self-regulate their learning
Planning Questions (before learning): What do you already know about ______?
Monitoring questions (during learning): What have you learned so far? What questions do you have and/or is there anything you do not feel like you understand?
Reflection (after learning): What did you learn about _______? What challenges did you face? What areas still confuse you?

12. Provide opportunities for students to express:
Metacognition in Practice (V)
KWL Charts
Provide opportunities for students to express:
what they know (K);
want to know (W);
have learned (L)

13. Metacognitive Note-taking
Metacognition in Practice (VI)
Metacognitive Note-taking
Dynamic interplay between content & understanding

14. Surrounds existing assignment/activity and encourages metacognition
Metacognition in Practice (VII)
Wrappers
Surrounds existing assignment/activity and encourages metacognition
Lecture wrappers: 3 important points
Exam wrappers: Predict exam performance, describe study strategies; reflect and modify
Homework wrappers: Predict difficulty, reflect and modify

15. Metacognition in Practice (VIII)
Promoting Metacognition through rubrics and Assignment Directions See Handouts