Metacognition online
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1) Metacognition involves knowledge of one's own cognition and regulation of one's thinking processes. It is important for self-regulated learning. 2) Explicitly teaching metacognitive strategies like planning, monitoring, and evaluating can improve learning, especially when linked to specific academic domains. 3) Teachers should model metacognitive skills, consistently use metacognitive terminology, and provide opportunities for guided practice with feedback to help students develop metacognitive abilities. Online tools can support metacognitive activities.
Metacognition online
- 1. METACOGNITION APPLIED TO ONLINE/REMOTE LEARNING Christian Bokhove @cbokhove Associate Professor, University of Southampton
- 2. Who am I ? • Christian Bokhove • From 1998-2012 teacher maths and computer science, secondary school Netherlands • PhD from Utrecht University • Associate Professor at University of Southampton • Maths education • Technology use • Large-scale assessment • Computer Science stuff • Jolly Skeptic on social media
- 3. Introduction • Self-regulation and metacognition are among the most downloaded elements of the EEF toolkit Guidance report • Increasing interest, but: • A lot of interventions don’t show any effects • Poor implementation • Not a silver bullet • Term can remain rather vague • Domain-specific 3
- 4. WHAT DOES THE THEORY SAY?
- 6. Cognition • Information gathering • Memorisation • Understanding • Applying 6
- 7. What is metacognition? • Knowledge of cognition : • Knowledge about yourself as a learner • Knowledge about strategies and procedures such as reviewing, interleaving and selecting main ideas • Knowledge of why and when to use a particular strategy. • Regulation of cognition: • Planning e.g. activating relevant prior knowledge, selecting appropriate strategies, and the allocation of resources. • Monitoring e.g. self-testing • Evaluation 7
- 8. What is metacognition? • Cognition and metacognition continuously interact • For example, when memorising something, learners will: • Determine what they think is the ‘Ease of Learning’ (EOL) of a particular piece of content, leading to a strategy. • The learner will also make a ‘Judgement of Knowing’, by deciding how well s/he knows the content already, and allocate study time. • A ‘Feeling-of-Knowing’ judgement will then lead to a decision as to when to stop study 8 Metacognition Cognition control monitoring Flow of Information
- 10. WHAT CAN WE LEARN FROM THE EVIDENCE?
- 11. General strategies 11 Teacher knowledge and skills • Strong understanding of the metacognitive demands of the topics you are teaching. • One thing you could do is look up specific domain- oriented studies that involve metacognition. Explicitly teach metacognitive strategies • Closely related to the first point. Closely linked to the specific domain. • Plan: what do I know, what do I need, where do I want to go? • Monitor: am I doing well, is this challenging, anything I need to stop and change? • Evaluate: how did I do, what did I learn, did my strategy work?
- 12. Model cognitive and metacognitive skills • Teacher modelling • Make steps explicit • Deliberate/desirable difficulties • Scaffolding https://educationendowmentfoundation.org.uk/tools/guidance- reports/metacognition-and-self-regulated-learning/ 12
- 13. HOW CAN WE PUT IT INTO PRACTICE? Some online examples
- 14. Disclaimers… • One tricky thing now is that you ideally need to set this up while everything is ‘normal’. • Setting it up during a crisis is much harder. • Little steps at a time; rather do one small thing right than immediately go for the most ambitious plans. • Socio-economic challenges re online. • Might look different for subjects (domain-specificity) 14
- 15. • In a classroom you would maybe use a quiz, dialogue or whole-class questioning • But many of those can also be done online • Quizlet, Google Forms quiz • These can also be open e.g. Mentimeter • Forums (although risk a few students dominate discussions)
- 16. Consistently use terminology • Plan: what do I know, what do I need, where do I want to go? • Monitor: am I doing well, is this challenging, anything I need to stop and change? • Evaluate: how did I do, what did I learn, did my strategy work? This could be aided with online agendas
- 17. • Modelling their own thinking – what is often referred to as ‘thinking aloud’ (EEF, 2018) • Self-explanation has also been shown to be much more effective for learning than commonly used techniques such as re-reading and highlighting (Dunlosky, 2013). • Can be combined online: write paragraph, blog, audio/video. • If you are looking at Dunlosky any way, check out the book on metacognition with Metcalfe (Dunlosky & Metcalfe, 2009).
- 18. • Lots of online systems to support guided practice. • Explore the ones that are useful for your subject. • For example, for my subject we have things like Hegarty maths or Times Tables Rockstars. • Ideally, a system has some provision for feedback, some even ‘process feedback’. • It also is useful if you as teacher can see how the student did. • • But then you also want students to be able to do this without feedback (‘fade’ the feedback away).
- 19. • Digital portfolios to support metacognition.
- 20. Concluding thoughts • Metacognition is a broad concept and within it there are multiple strategies that combine cognition and metacognition. • There are differences between domains, so check for your subject. However, some strategies work across multiple domains. • Strategies are not digital per se; think about how you can use online/digital tools in (meta-)cognitive ways. • Don’t just try it now because we have a crisis but see how can build routine. 20
- 21. • [email protected] • University of Southampton • Twitter: @cbokhove • Monthly TES research column
- 22. Some sources Badger, C., Horrocks, S., Turton, C., & Lewis, H. (2019). Using technology to promote metacognition. Impact. https://impact.chartered.college/article/using- technology-promote-metacognition/ Dunlosky J (2013) Strengthening the student toolbox: Study strategies to boost learning. American Educator (37): 12–21. Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Sage Publications, Inc. EEF. (2018). Metacognition and self-regulated learning. Available at: https://educationendowmentfoundation.org.uk/tools/guidance- reports/metacognition-and-self-regulated-learning/ (accessed 2020). 22