Metacognition: The Key to Excelling in Science!

Thinking About Thinking

Think/Pair/Share

What is the difference, if any, between studying and learning? Which, if either, is more enjoyable?

Desired outcomes

 We will better understand why most students don’t study, or seldom get significant results from their study time  We will understand some basic principles of thinking science and learning theory that can be used to improve my teaching and your learning  We will have learning strategies that

you

can use to increase learning

Desired outcomes cont’d

    We will know the process of learning We will view ourselves and each other as learners differently We will see immediate and dramatic changes in your performance We will

learn

how to

learn

!!!

Metacognition

The ability to:



think about thinking



be consciously aware of

yourself

as a problem solver

 

monitor and control

your

mental processing accurately assess what

you

understands

Rote Learning



Involves verbatim memorization

(which is easily forgotten) 

Cannot be manipulated or applied to novel situations

(e.g. remembering phone numbers, dates, names, etc.)

Meaningful Learning



Learning that is tied and related to previous knowledge and added to previous learning



Can be manipulated, applied to new situations, and used in problem solving tasks

Why Rote Learning Is

Ubiquitous

 More high stakes testing in schools schools  It worked in earlier grades; paradigm shifts don’t come easily!

 Teachers who test primarily rote learning  Most students have not developed study skills or learning strategies

Bloom’s Taxonomy

Combining information to form a unique product; requires creativity and originality.

This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above.

Evaluation Making decisions and supporting views; requires understanding of values.

Synthesis Analysis Identifying components; determining arrangement, logic, and semantics.

Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply.

Application Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material.

Comprehension Knowledge Restating in your own words; paraphrasing, summarizing, translating.

Louisiana State University  Center for Academic Success  B-31 Coates Hall  225-578-2872  www.cas.lsu.edu

So, what can we do to improve

YOUR

learning?

 Adopt the attitude that ALL of you can learn  Help

you

determine

your

learning style  Help

you

understand the learning process  Teach

you

effective learning strategies based on research.

Experts vs. Novices

They think differently about problems

Novices vs. Intelligent Novices

 Intelligent novices learn new domains more quickly than other novices  The metacognitive skills make the difference

What intelligent novices know

     Learning is different from memorization Solving problems without looking at the solution is different from using the solution as a model Comprehension of reading material must be tested while the reading is in progress Knowledge is not “handed out” by the instructor; it is constructed by the learner The basic concepts in an area are connected to each other

Another Cognitive Science Concept: Judgment of Learning (JOL) The ability to:



Realistically evaluate what

you’ve

learned and what

you

haven’t learned



Adopt strategies to test

your

learning (e.g. write about the topic, give a “lecture about the topic”, etc.)



Use strategies to deepen

your

learning

Why

you

Do Not Accurately Judge

your

Learning

  

You

base

your

learning on what’s in short term memory

You

don’t test

your

learning

You’ve

never engaged in an activity that would show

you

that

you

are overestimating their learning

Cognitive Science: The Science of the Mind

   Questions How do humans process information?

How do people increase their knowledge?

What factors influence learning?

  What types of learning facilitate transfer of information learned to new settings?

How can we change teaching to improve learning?