If you have a laptop….bring it with you next week!

1. If you have a laptop….bring it with you next week! Metacognition

2. Let’s take a look at the course outline…. I see it! Metacognition

3. Reflective journals are to be submitted to instructor by 3:30 pm, 20 November 2009 Submit to Clark Hall Room 128 Metacognition

4. Life after the 1st semester… UTAs wishing to continue in the program for a second term must demonstrate their interest in a teaching career by taking a course offered by Cornell Teacher Education (e.g., Educ 2710, 3110, or 4040), and preferably by officially enrolling in the CTE program. UTA Info Session

5. Applications are online! (Google: Cornell PhysTEC) UTA Info Session

6. Metacognition

7. Applications deadline: November 22, 2009 UTA Info Session

8. Thought ingniter: Metacognition

9. Answer the following questions on the card supplied to you. What is metacognition? Name a good instructional strategy to address metacognition in a Physics classroom. Epistemology

10. Lessson: Metacognition Objective: To learn that metacognition (thinking how we think) is an important part of learning Physics. Instructors should try to facilitate metacognition behaviors in their classrooms. I think I’m thinking about what you mean. Metacognition

11. Metacognition Helping students to self-regulate Metacognition

12. Play with different combinations of these words and you'll be forming mental pictures of metacognition. • Thinking about knowing ... • Learning about thinking ... • Control of learning ... • Knowing about knowing ... • Thinking about thinking ... Metacognition

13. It’s like arguing with yourself. - Scott (11/09) Metacognition

14. Metacognition = Argumentation turn inward. Metacognition

15. Definitions • Metacognition - literally “beyond knowing”, knowing what one knows and doesn’t know - promoting a student’s ability to self-monitor levels of understanding and predict how well (s)he will do on a particular task. • Self-regulation - students monitoring their own comprehension and assessing their own abilities without teacher help. Metacognition

16. These two aspects of metacognition are described in Dimensions of Thinking by Marzano et al. (1988). The authors state that metacognition involves: • knowledge and control of self • knowledge and control of process Metacognition

17. "No more is there an excuse for letting knowledge accumulate in isolated puddles within students' minds.“ David Perkins and Gavriel Salomon (Costa, Bellanca, & Fogarty, 1992, p. 208) Metacognition

18. Perhaps most importantly in today's information age, thinking skills are viewed as crucial for educated persons to cope with a rapidly changing world. Many educators believe that specific knowledge will not be as important to tomorrow's workers and citizens as the ability to learn and make sense of new information. —D. Gough, 1991 Metacognition

19. Successful students are aware of, monitor, and control their learning. Central to this knowledge of self and self-regulation are commitment, attitudes, and attention. Edward de Bono (Maclure and Davies, 1991, p. xii) Metacognition

20. Commitment Metacognition is at work in students who choose to commit themselves to tasks. In the words of Paris and Cross (1983) they align "skill with will" (Marzano et al., 1988, p. 10). Metacognition

21. Attitudes Attitudes play an important role in metacognitive self-control. Successful students attribute their success to their own efforts. Metacognition

22. Attention Conscious control of attention helps students understand that the level of attention required for a task varies with the task and that they can adjust the focus of their attention accordingly. This sense of personal control is related to the efficient performance of tasks. Metacognition

23. Research on how students think about problems: Metacognition

24. Heuristic Heuristics are "rules of thumb", educated guesses, intuitive judgments or simply common sense Metacognition

25. Perhaps the most fundamental heuristic is "trial and error", which can be used in everything from matching bolts to bicycles to finding the values of variables in algebra problems. Metacognition

26. Here are a few other commonly used heuristics, from Polya's 1945 book, How to Solve It:[2] • If you are having difficulty understanding a problem, try drawing a picture. • If you can't find a solution, try assuming that you have a solution and seeing what you can derive from that ("working backward"). • If the problem is abstract, try examining a concrete example. • Try solving a more general problem first (the "inventor's paradox": the more ambitious plan may have more chances of success). Metacognition

27. Social context and the development of metacognition. People who are good at ‘self-regulation’ create learning cultures. To use a popular phrase from cognitive science, you see (a good self regulator) as a “society of mind” – putting forth multiple perspectives, weighing them against each other, and selecting among them . Shoefeld (1987) Metacognition

28. Teaching strategy: How do we look at how we think? Concept Mapping also called Mind Mapping Metacognition

29. Cornell Note Taking Method • Note taking area: Record lecture as fully and meaningfully as possible. • Cue column: As you're taking notes, leave the cue column empty. Soon after the lecture, reduce your notes to concise jottings as clues for Reciting, Reviewing and Reflecting. • Summaries: Sum up each page of your notes in a sentence or two. Metacognition

30. Metacognition

31. Planning Monitoring Evaluating Resourcing Grouping Note taking Pre-testing Complex tasks Summarizing Deduction/induction Concept mapping Peer instruction Elaboration Socratic dialogues KWL structures Graphical organizers Simple Strategies Metacognition

32. Video lesson: Forces Metacognition