Metacognition and Learner-Centered Psychological Principles PDF

Metacognition and Learner-Centered Psychological Principles TSF – Ram Villarosa Jr. Objectives Explain metacognition and the different learner- centered principles on their own words. Apply metacognitive strategies in their own quest for learning as a novice or an expert learner. Advocate the use...

Metacognition and Learner-Centered Psychological Principles TSF – Ram Villarosa Jr. Objectives Explain metacognition and the different learner- centered principles on their own words. Apply metacognitive strategies in their own quest for learning as a novice or an expert learner. Advocate the use of the different learner-centered principles. Topics 01 02 03 Metacognition Cognitive and Motivational Metacognition and Affective Factors Factors 02 03 Developmental Individual and Social Differences Factors Factors  Activity Answer the following questionnaire. Put a check in the column that best describes what is true to you.  Activity Prepare a one whole yellow pad paper for this activity.  Part 1 Always Sometimes Never (10) (5) (0) 1 I exert effort to find out why I need to do a particular task. 2 I reward myself when I work. 3 I see to it that I give myself regular breaks from work. 4 I am able to keep my concentration and does not let my mind “drift away” 5 I have ways of dealing with distractions. 6 I am willing to do the work I do not enjoy because I see it as important. 7 I seek clarification from the teacher about her expectations and standard. 8 I go to tutorials to improve my school work. Part 1 - Motivation 55 – 80 – that you do not appear to have many problems in getting down to work and keeping it. 31 – 50 – that you sometimes get down to work but you can be distracted, you might not always be certain why you have to work. You probably could benefit from learning some techniques that help you get down to work more consistently and keep at it. 30 – below – that you really have problems in getting down to work. Unless you develop skills in this area you are likely to have many unsatisfactory experiences as a student throughout your like. You need to take action.  Part 2 Always Sometimes Never (10) (5) (0) 1 I make a weekly timetable for the school work I need to accomplish. 2 I make a review schedule for examinations. 3 I plan to get the necessary resources and equipment prior to starting work. 4 I submit all my assignment on time. 5 I have a place to work where I won’t be disturbed. 6 I have time for family commitments and relaxation as well as studying. 7 I prioritize tasks which should be done first, second and so on. 8 I make lists of things to do. 9 I make a list of valuable references with bibliographic details, page numbers of quotes and so on. 10 I review my work before submitting it. Part 2 – Organizing and Planning your Work 70 – 100 – you are well-organized and plan ahead for your work. 40 – 65 – you are not as well-organized as you can be. Your time management may benefit from a closer analysis. 35 – below – you have little organization probably deal with things as they happen, constantly doing things at the last minute, often not getting work completed. You need to take action.  Part 3 Always Sometimes Never (10) (5) (0) 1 I discuss work assignment with other students. 2 I share resources with other students. 3 I keep cuttings from newspapers and magazines which may be of help to me. 4 I make sure I see TV programs which may be useful. 5 I read the topic assigned before a session. 6 I ask questions and generally take part in group discussions. 7 I listen out for key ideas when someone is talking. 8 When I am listening to someone, I try to anticipate what they will say next. Part 3 – Working with others; Utilizing resources 55 – 85 – you make full use of resources available, listen well and take an active part in seminars. 35 – 50 – you probably collect resources, but you need to ask yourself how to use them more effectively. 30 – below – there are important resources around you that you are ignoring. You maynot be hearing much of what is being said. You need to know what resources are available, and you need to find out where they are and what they have to offer. You need to take action.  Part 4 Always Sometimes Never (10) (5) (0) 1 I get so worried about assignment that they make me feel ill. 2 This worry about assignments makes me feel depressed. 3 I feel miserable about doing assignments. 4 I let these concerns about the work get on top of me. 5 When I need to work, others always succeed in persuading me to go out. 6 I have difficulty in talking to others about my worries. 7 I ignore my personal fitness through worrying about assignment. 8 The stress of assignments causes me to get behind and I never seem to catch up. Part 4 – Managing School Work Stress 65 – 80 – although you sometimes get stressed and worried you have the skills of knowing how to minimize problems and look after yourself. 40 – 65 – you handle your anxieties and concerns moderately well but could develop skills to manage them more effectively. 35 – below – that you are likely to get overwhelmed with your problems which will make you much less effectuve as a student. You need to acquire the skills of managing stress more effectively. You need to take action.  Part 5 Always (10) Sometimes (5) Never (0) 1 My notes indicate the main ideas, rather than merely repeat what has been said. 2 I listen for key ideas when listening to a speaker. 3 I approach tutors for help. 4 I organize or file my notes regularly. 5 I rewrite my notes under key ideas, headings, using numbering or lettering schemes. 6 I have a shorthand technique of my own. 7 I underline or highlight key ideas so they stand out. 8 I decide before reading a book whether it is vital or background reading. 9 I go over a book before diving into chapter one. 10 I check the contents page for relevance before reading a book. 11 I look for summaries at the end of chapters. Part 5 – Note-taking and Reading 75 – 110 – you prepare well and read efficiently, learning as you go. You waste little time reading irrelevant materials. 45 – 70 – your reading and note taking skills are adequate, but could be improved. 40 – below – your notes are likely to be of little use to you, if they exist at all. You spend a lot of time reading or sitting in but come home with very little. You need to become more selective in what you read or write down. You need to take action.  Part 6 Always (10) Sometimes (5) Never (0) 1 I see to it that I understand what is really being asked for in the assignment/project. 2 I read other references and read about the topic. 3 I make an outline/plan before doing my assignment/project. 4 I check for spelling mistakes. 5 My essays have clear introductions. 6 My essays have a conclusion. 7 I frequently check back to the title during the writing of an essay. 8 My essay/research paper has a full set of references and a bibliography. 9 I review project/assignment before submitting it. 10 I request someone else to look at/read my project/assignment before submitting it. Part 6 – Preparing an Assignment/Project 70 – 100 – your essays are well thought out, researched and clearly written. 40 – 65 – there is room for improvement although you do demonstrate some skills. 35 – below – you probably wonder why your essays always get such low marks. Resources and support are available to help you improve your essay writing skills. You need to take action. Analysis What did you discover about yourself using the questionnaire? What aspects are you strong in? What aspects do you need to improve in?  01 What is Metacognition? The term “metacognition” was coined by John Flavell. Metacognition “Thinking about thinking” “Learning how to learn” Metacognition  It refers to higher order thinking which involves active awareness and control over the cognitive processes engaged in learning. Metacognition 3 Categories of Metacognition Knowledge Person Variable Task Variables Strategy Variables Refers to knowledge It is about knowing Involves awareness about how human what exactly needs of the strategy you beings learn and to be accomplished, are using to learn a process information, as guaging its difficulty topic and evaluating well as individual and knowing the kind whether this strategy knowledge of one’s own of effort it will is effective. learning processes. demand from you. Meta-attention Meta-memory The awareness of Your awareness of specific strategies so memory strategies that you can keep that work best for you. your attention focused on the topicor task at hand. Metacognation Strategies Have students monitor their own learning and thinking. TQLR T – Tune in Q – Question L – Listen R - Remember PQ4R P-preview Q – Question R – Read R – Recite R – Review R - Reflect Have students make predictions about information to be presented next based on what they have read. Have students relate ideas to existing knowledge structures. Have students develop questions. Help students to know when to ask for help. Show students how to transfer knowledge, attitudes, values, skills to other situation of tasks. Analysis How does metacognition influence an individual's ability to learn and solve problems?  02 Cognitive and Metacognition Factors 1. Nature of the learning process. The learning of a complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. 2. Goals of the learning process. The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representation of knowledge. 3. Construction of Knowlege The successful learner can link new information with existing knowledge in meaningful ways. 4. Strategic thinking The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. 5. Thinking about thinking Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. 6. Context of learning Learning is influenced by environmental factors, including culture, technology and instructional practices. Analysis Discuss how an understanding of both cognitive processes (like comprehension and application) and metacognitive strategies (like reflection and self-questioning) can inform the development of instructional techniques and educational programs.  03 Motivational and Affective Factors 7. Motivational and emotional influences on learning What how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking. 8. Intrinsic motivation to learn The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. 9. Effects of motivation on effort Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion. Analysis How do intrinsic and extrinsic motivations interact to influence a learner's engagement and persistence in challenging tasks? Analysis How can a math teacher leverage motivational and affective factors to foster a positive learning environment in teaching mathematics?  04 Developmental and Social Factors 10. Developmental influences on learning As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differenctial development within and across physical, intellectual, emotional and social domains is taken into action. 11. Social influences on learning Learning is influenced by social interactions, interpersonal relations and communication with others. Analysis What is the impact of early emotional experiences on cognitive development and academic achievement?  05 Individual Differences Factors 12. Individual differences learning Learners have different strategies, approaches and capabilities for learning that are a function of prior experience and heredity. 13. Learning and diversity Learning is most effective when differences in learners’ liguistics, cultural and social backgrounds are taken into account. 14. Standards and assessment Setting appropriately high and challenging standards and assessing the learner as well as learning progress – including diagnostic process and outcome assessment – are integral parts of the learning process. Analysis How do individual differences in learning styles affect instructional effectiveness and educational outcomes? Analysis In what ways do individual differences in self-regulation and metacognitive skills contribute to the variance in academic performance among students?  Reflection 1. Identify the teaching strategies that you want to employ someday as a math teacher. How are you going to administer the said teaching strategies on your class? 2. Decribe what can you do as future math teacher to advocate the use of the 14 learning-centered psychological principles.  Rubrics Unsatisfactory (1- Satisfactory (3 Very Satisfactory Outstanding (5 Criteria 2 points) points) (4 points) points) Lacks Basic Good Thorough understanding of understanding of understanding of understanding of Content the topic the topic the topic the topic Minimal relevant Some relevant Mostly relevant Highly relevant information information information information Somewhat Exceptionally well Poorly organized Well organized organized organized Organization Some parts are Very easy to Hard to follow Easy to follow hard to follow follow Minimal analysis Basic analysis Good analysis Excellent analysis Analysis Lacks depth Some depth Shows depth Highly insightful Minimal creativity Some creativity Good creativity Highly creative Creativity Somewhat Very conventional Mostly original Very original conventional Adequate Good Excellent Poor presentation Presentation presentation presentation presentation Many errors Some errors Few errors No errors  Thanks! 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