Integrang& Metacogni.ve&Prac.ces&&& Research&to&Ensure&StudentSuccess
ogni.on:awarenessofone’sownknowledge Howonelearns Iden.ty,culture,affect Self- ‐assessment:howwellonehaslearned math/physicstoengineering) Lateral(concurrent) Longitudinal(pasttopresenttofuture)1
10/13/15Overview licitmetacogni.veac.vi.es 2weeksummerexperience 1styearcourses 2ndyearLearningAssistantprogram CollegesofScience,Engineering,CSandApp.Sci.&Tech. 20summerstudents,48inallcourseSummerExperience TheScienceofClimateChange Journalwri.ng Quietreflec.on Groupmetacogni.onac.vi.es- ‐ Createasignformetacogni.on- ‐ Stereotypes- ‐ Whatmakesanexpert?- ‐ Mindset- ‐ Self- ‐assessment,unskilled/unaware- ‐ Personalstruggles2
hangeA MPRESSResearchProjects Mixed(D/Hoh)groupcommunica.on(agency,authority) Concep.onsofexper.se Increaseofmetacogni.vestatementsover.me3
10/13/15FallMetacogni.onCourse oncurrent(introductory)STEMcourses ics Mindset Bloom’sTaxonomy Self- ‐assessment(Unskilled&Unaware) ExpertsandNovices Transfer StereotypeThreat Student- ‐centeredlearning DiversityandInclusivityinSTEM4
10/13/15CourseReadingsClass TopicReadings2MindsetMindset (Dweck) Ch 1, 23Bloom’s Taxonomy4Unskilled and UnawareBiology in Bloom (Crowe, 2008), Questions aboutQuestions (Allen 2002)Unskilled & Unaware (Kruger & Dunning, 1999)5Self-assessment10MindsetHow Chronic Self-Views Influence (and Mislead) SelfAssessments (Critcher & Dunning, 2009)Mindset (Dweck) Ch 3, 811How People Learn - IntroLearning: From Speculation to Science. HPL, Ch. 112HPL: Experts vs. NovicesHow Experts Differ from Novices. HPL, Ch. 213HPL: TransferLearning and Transfer. HPL, Ch. 3 (Bransford, 2002)14Stereotype rThin Ice: Stereotype Threat and Black College Students(Steele, 1999), Reducing the Gender Achievement Gapin College Science: Values Affirmation (Miyake, 2012)Matching Teaching Style to Learning Style may nothelp Students (Glenn 2009)Of Geeks and Girls, Grossman 200923Classenvironment Discussion- ‐based Small- ‐groupsw/worksheets Class- ‐wideguideddiscussion Free- ‐ranging,verylooselyguidedbysyllabus Needtoformalizeforsecondaryimplementa:on5
10/13/15Bloom’sTaxonomy Categorizestypesofthinkinginto6levels: remembering understanding applying analyzing evalua.ng crea.ng ssSchedule Classdiscussion Whatweknowaboutlearning Bloom’staxonomy Atwhatleveldostudentsoperateatinhighschool 5minutereflec.veperiod Groupworkdefiningcharacteris.csofBloomlevels Classdiscussiononcharacteris.cs Groupwork:BloomingHWques.onsatdifferentlevels Generateques.onsatdifferentBloomlevels6
du/educ/llschult/blooms taxonomy.htm!BloomingQues.ons ssedandBloomedthem tohigherBloom’slevels7
10/13/15Stereotypes tythatleadstounderperformance ClaudeSteelediscussingstereotypethreat yaourndlwritedowntheofifrstfiveccharacteris csharacteris whenthinkingaboutsomeonewiththatmajor.8
10/13/15CoherenceandConceptMaps depict/emphasizerela.onships Conceptsconnectedbyproposi:ons ralTransferMap9
10/13/15Evolu.onofLTMIden.ty ty Fixedvs.growthmindsettraits10
bythemselveswithnothingtodobutthink andthatmanypreferredtoself- ss16Time(Minutes)1412108642024- ‐Aug9- ‐Sep25- ‐Sep11- ‐Oct27- ‐Oct12- ‐Nov11
10/13/15Reflec.onsonQRT NostudentscomplainedaboutQRTinstudentevalua.ons rebored.” Mostanectdataposi.ve: Post- ‐QRTdiscussionsricher Ledtomoreconnectedlateraltransfermaps flec.ons Impactunknown Studentfeedbackextremelyposi.ve Citedcomfortinexpressingtheiropinions 70%felttheylearnedagreatdeal SomeevencitedQRTasastrength! Needtoexporttosecondaryimplementa.on! 15studentscon.nuingoninspecialFirst- ‐yearWri.ngcourse12
10/13/15 5 Course&Readings& Class Topic Readings 2 Mindset Mindset (Dweck) Ch 1, 2 3 Bloom's Taxonomy Biology in Bloom (Crowe, 2008), Questions about Questions (Allen 2002) 4 Unskilled and Unaware Unskilled & Unaware (Kruger & Dunning, 1999) 5 Self-assessment How Chronic Self-Views Influence (and Mislead) Self- Assessments (Critcher & Dunning, 2009) 10 Mindset!
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The program, which was designed to push sales of Goodyear Aquatred tires, was targeted at sales associates and managers at 900 company-owned stores and service centers, which were divided into two equal groups of nearly identical performance. For every 12 tires they sold, one group received cash rewards and the other received
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these six themes due to their extensive research base and broad applicability to all fields of health professions educa-tion. We conclude with a tip about the role of metacogni-tion in learning. In preparing these 12 tips, we have attempted to bring together findings from multiple fields and from differing theoretical constructs of learning.
A02 x 2 One mark for the purpose, which is not simply a tautology, and one for development. e.g. The Profit and Loss Account shows the profit or loss of FSC over a given period of time e.g. 3 months, 1 year, etc. (1) It describes how the profit or loss arose – e.g. categorising costs between cost of sales and operating costs/it shows both revenues and costs (1) (1 1) (2) 3(b) AO2 x 2 The .
