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

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Making decisions and supporting views; requires

understanding of values.

Combining information to form a unique product; requires creativity and

originality.

Using information to solve problems; transferring

abstract or theoretical ideas to practical situations.

Identifying connections and relationships and how they

apply. Restating in your own

words; paraphrasing, summarizing, translating.

Memorizing verbatim information. Being able to remember, but not

necessarily fully understanding the

material.

Bloom’s Taxonomy

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

Identifying components; determining

arrangement, logic, and semantics.

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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.

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?