The Importance of Reflection in Student Learning

1. The Importance of Reflection in Student Learning Metacognition & Student Learning, part 2 Karla McCain February 26, 2015

2. Metacognition • Thinking about one’s own thinking; a student’s awareness of his/her level of understanding • Bad metacogintion = poor learning Chew

3. How is knowledge constructed? • New knowledge must connect to, or build upon a framework of existing knowledge • Learning involves building mental models (schema) consisting of new and existing information. • The richer the links between new and existing information, the deeper the knowledge and the more readily it can be retrieved and applied in new situations. Kolb, D.A., 1984, Experiential learning: Experience as the source of learning and development. Prentice Hall

4. To become self-directed learners, students must learn to … Students’ beliefs about intelligence and learning Ambrose et al

5. How can we help encourage students to reflect on their learning? • Talk to students explicitly about metacognition • Learning How to Learn, by Wirth and Perkins • Learning (Your First Job), by Leamnson (http://www.udel.edu/CIS/106/iaydin/07F/misc/firstJob.pdf) • Ask students to self-assess their metacognitive skills (google Metacognitive Awareness Inventory or Metacognitive Activities Inventory)

6. Example items from Metacognitive Assessment Inventory

7. How can we help encourage students to reflect on their learning? • Ask students to self-assess their mastery of knowledge and skills important in your course • knowledge surveys • How would they evaluate their work using your rubric? • Visualizing the organization of new knowledge and skills • Meta-assignments • Exam wrappers • Written responses/reflections for feedback on writing • Reflective writing

8. Writing prompts for reflective writing • Look at steps that self-directed learners do… • assess the task, evaluate strengths and weaknesses, plan, apply strategies and monitor performance, reflect and adjust as needed • Letters/advice to next class • Think about what you want their reflections to address and work backwards

9. Example Prompts… • Which course has been the hardest for you so far? What study strategies did you use that didn’t work? If you were to repeat that course or take another one like it, what other study strategies would you try? • You are applying for your dream job. The interviewer says, “I see you’ve taken a course in ____ . What were the most important things you learned in that course?” How would you respond? • If you were to take this course again, would you do anything differently? What and why? • How has this exercise changed your perspective on teamwork? • Did you experience a problem in your team, if so how did you approach solving the problem? • How have you applied something you learned in a previous course to solve this problem? • How can you see using the skills learned in this assignment in another course (after college, in a future job, etc.)? • Are there ways that your team could have planned better to work more efficiently? • How could this assignment be done better for next year’s class?

10. Resources • Creating Self-Regulated Learners, Linda B. Nilson • Link to videos on metacognition and studying for students by Steven Chew • http://www.samford.edu/how-to-study/ • How Learning Works: 7 Research-Based Principles for Smart Teaching, Ambrose, Bridges, DiPietro, Lovett, and Norman • “Learning to Learn,” Karl Wirth and Dexter Perkins (http://www.macalester.edu/academics/geology/wirth/learning.pdf) • “Learning (Your First Job),” Robert Leamnson(http://www.udel.edu/CIS/106/iaydin/07F/misc/firstJob.pdf) • “Prompts to Help Students Reflect on How They Approach Learning, ” Maryellen Weimer (http://www.facultyfocus.com/articles/teaching-professor-blog/prompts-help-students-reflect-approach-learning/#sthash.5X8IFvd8.dpuf)