Ch. 12 Metacognition, Self-Regulated Learning, and Study Strategies PDF

Ch.12 Metacognition, Self-Regulated Learning, and Study Strategies  Metacognition Metacognition - Awareness and understanding of your own thinking and learning process The brain thinking about how it works  Q to consider Can you describe at least five characteristics...

Ch.12 Metacognition, Self-Regulated Learning, and Study Strategies  Metacognition Metacognition - Awareness and understanding of your own thinking and learning process The brain thinking about how it works  Q to consider Can you describe at least five characteristics that self- regulated learners are likely to have?  The metacognition cycle is informed by self-regulated learning components Self-regulation – self-control/management, the extent to which one influences, modifies, or controls their behavior (including thoughts and feelings) Elements of Self-regulation Setting standards and goals – What do I want to achieve? Self-observation – What is good and what needs improvement in my behavior? Self-evaluation – How do I feel about my behavior? Self-reaction – Self imposed reinforcement and punishment based on evaluation Self-reflection – Make adjustments to goals and behaviors  Self-Regulated Learning components 1. Goal setting What do you want to accomplish from 5. Use of effective, goal-relevant your reading/studying? learning strategies 2. Planning 6. Self-monitoring Time management Testing your knowledge Emphasize challenging concepts over What do I know? easy concepts What don’t I know? 3. Self-motivation 7. Appropriate help seeking Self-efficacy 8. Self-evaluation Self-discipline (no procrastinating) Did you reach your goals? Self-reaction 9. Self-reflection 4. Attention control How did my learning strategies work? What needs adjustment?  Q to consider Some students learn a great deal from the things they read; others seem to learn very little. Can you describe at least five strategies good readers use when they read—strategies that poor readers tend not to use? *Using concepts and principles from cognitive psychology, explain why each strategy promotes learning. Effective Learning Strategies: Reading Identify What is important? Make use of graphs, figures, tables, illustrations Elaborate and Question How does this relate to what I already know? Organize information Outline, concept map, make a picture, etc. Draw inferences: How might this be applied in other situations? What are some examples of this? Clarify things that are unclear Evaluate What do I think about this? Summarize In your own words  Effective Learning Strategies: Note Taking Why take notes? Help pay Attention Encoding what is heard to visual form External storage of info to put in brain later (extended mind) What should I write? Main ideas Supporting details Examples Your own elaborations/connections/thoughts Use your own words and summarize Direct verbatim copying not helpful!  Comprehension monitoring Illusion of knowing Danger: You stop studying / trying to learn Solution Metacognitive techniques Self-regulation learning strategies  Q to consider Linda approaches you before class and expresses her frustration about having done so poorly on yesterday’s exam. “I studied for hours and hours,” she tells you. “I guess I’m just not a very good test-taker.” You know that your test was a good measure of what you taught your students. You also know that students seldom do poorly on your tests simply because they are poor test takers. Considering the textbook’s discussion of study strategies, what other possible explanation might you give Linda as to why she thought she knew the material well yet earned a low test score. And with your explanation in mind, describe two strategies you might teach Linda to help her improve her performance next time.  Linda says, “Maybe it is just me and the situation we are in. I’m a visual learner.” Cognition and Learning Zombie idea - A view that’s been thoroughly refuted by a mountain of empirical evidence but nonetheless refuses to die, being continually reanimated by our deeply held beliefs Learning Styles - The idea that one learns better if information is presented in a way that best suits the individual. E.g. visual learners are benefited by visual stimuli; auditory learning are benefited by auditory stimuli, etc. THIS IS A MYTH! (Zombie Idea) Has not been supported by research Much research against it Neurodivergent populations and learning styles? Society for the Teaching of Psychology Few responded! Recommended to focus on “Executive dysfunction” Improving executive functions is more worthwhile endeavor than trying to make learning styles work McClelland, M. M., & Cameron, C. E. (2019). Developing together: The role of executive function and motor skills in children’s early academic lives. Early Childhood Research Quarterly, 46, 142-151. Vasquez III, E., & Marino, M. T. (2021). Enhancing executive function while addressing learner variability in inclusive classrooms. Intervention in School and Clinic, 56(3), 179-185. Gunzenhauser, C., & Nückles, M. (2021). Training executive functions to improve academic achievement: Tackling avenues to far transfer. Frontiers in Psychology, 12, 624008. Dr. Phil Newton, author of Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important? and How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review “That’s an interesting question. I am not aware of any research on it. I would guess not, since one of the many conceptual arguments against Learning Styles is that many, maybe most, things that we want College students to learn require multiple streams of information, so even if a student prefers, or has a condition that prioritizes/impairs, a specific stream of information, it does not mean that they will learn more effectively by focusing on only one type. That is largely conjecture though.”  Dr. Luc Rousseau, author of Interventions to Dispel Neuromyths in Educational Settings—A Review “an individual with hearing loss learns most (if not all) through their eyes does not mean that he or she is a "visual learner" (this does not provide a "proof" of the VAK learning style theory). It simply means that one sense can compensate for another after a sensory loss. There is an extensive literature on compensation for sensory deprivation. The VAK learning style theory predicts that one individual would learn better through one particular sense. For instance, vision may be their preferred/dominant way to learn. If we accept the fact that some individuals have been born as "visual" and others as "auditory" learners, then we should be able to find people that still learn perfectly "normally" after an eye or ear injury because (fortunately) their preferred/dominant sense has been spared, while learning abilities in some other people would be dramatically compromised after an eye or ear injury because (unfortunately) their preferred/dominant sense has been injured. However, sensory compensation is not an all-or-nothing process. Learning through a spared sense after a sensory loss has been shown to be a very hard endeavor, in most individuals (see, for instance, Do deaf individuals see better? - ScienceDirect and Cross-modal plasticity: where and how? | Nature Reviews Neuroscience). The main reason for this is that sensory areas of the brain are not independent from each other. Brain reorganization after an hearing loss, for instance, involves a complete reshaping of the complex visual-auditory network through synaptic plasticity. Most learning occurs through interaction of the senses, so that individuals with sensory deprivation must, so to speak, "unwire" built-in/hardwired auditory-visual (polymodal) connections, before constructing new, self-sustained, sensory-specific (unimodal) connections. More fundamentally, with a neurodivergent population, it is not possible to apply the most stringent test of the VAK learning style theory (see enclosed paper). That is, (1) dividing your sample into "visual" and "auditory" learners; (2) presenting to both sub-samples materials in both the visual and the auditory modalities; (3) and measuring the quality or quantity of learning occurring under the two conditions. The VAK learning style theory predicts that presenting the materials in the modality that matches the preferred/dominant sense would lead to better learning (i.e., a two-way interaction). In a neurodivergent sample, you would simply be unable to compare one condition to another.”