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Known knowns & unknown unknowns Facilitating metacognition in the online classroom Dr. L. Roxanne Russell, Georgia State University

Known knowns & unknown unknowns

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Facilitating metacognition in the online classroom

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Page 1: Known knowns & unknown unknowns

Known knowns & unknown unknownsFacilitating metacognition in the online classroom

Dr. L. Roxanne Russell, Georgia State University

Page 2: Known knowns & unknown unknowns

Ummm…Donald Rumsfeld?

What is metacognition?

There are known knowns; there are things we know that we know. There are known unknowns; that is to say, there are things that we now know we don't know. But there are also unknown unknowns; there are things we do not know we don't know.

Page 3: Known knowns & unknown unknowns

Benefits of Metacognitive Strategies For your courses

Increased material comprehension Better alignment of responses to

assignments Better discussions More clearly articulated arguments

Lifelong Increased ability to learn independently Better critical thinking skills Better interdiscpilinary application of

knowledge

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Online discussions

Complaints & problems with online discussion

Praises & benefits of the online classroom

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Benefits of Online discussions

In writing Time to prepare Record of learning stepping stones

Participation requirements Graded Guided

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Be the expert, Think like a novice What have you learned recently? What was your

approach? What did you need? What stands out in

your memory? Why?

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Discussion Mining

Focus on one or two objectives Choose a learning goal

Mine the classroom Misconceptions Preconceptions Tangents Epiphanies Levels of confidence

Backtrack from goal

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Introduction Strategies

Predicting outcomes What information will you need to

successfully answer this discussion question?

Misconception/Preconception check Use true/false or definitive statements to

ask students to commit to knowledge or opinions

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In-progress Strategies

Self-questioning What question must you ask to continue

this process or solve this problem? What questions do you want to ask me or a peer about this process?

Self-challenging Allow choices, then question. Why did you

make this choice? Easier or more challenging? If you could change your choice now, would you?

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Wrap-up Strategies

Self-assessing learning Rate your learning experience from 1-10.

Why did you give yourself this rating? Learning reflection

Have students examine all configurations Known knowns, known unknowns, unknown

knowns, unknown unknown unknowns

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Ideas

What thinking strategies are specific to your discipline and course objectives? e.g. the writing process, the scientific

method, flow charts, logical reasoning When are different steps appropriate?

How do you determine? How could you teach students about

these strategies and when to use them in your curriculum?

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Barriers

What would make this approach difficult in your online discussions?

How can you determine if the approach is worth overcoming the barriers?

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Benefits

How could this approach improve student learning?

Could this approach save you time?

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Implementing

Determine learning goals Start weekly discussion threads

Establish high standards for participation grading (provide rubrics & examples)

Mine discussions Choose strategies to connect

discussions to goals Experiment and redesign

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References Seminal

Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.American Psychologist, 34, 906-911.

Benefit Claims Bransford, J., Brown, A., & Cocking, R. (1999). How people learn: Brain, mind, experience, and

school. Washington, DC: National Academy Press. Schneider, W., & Pressley, M. (1997). Memory development between two and twenty. Mahwah, NJ:

Lawrence Erlbaum Associates. Weinstein, C.E., & Mayer, R. (1986). The teaching of learning strategies. In M.C. Wittrock (Ed.),

Handbook of research on teaching (pp. 315-327). New York: Macmillan.

Application Darling-Hammond, L., Austin, K., Cheung, M., & Martin, D. (n.d.). Thinking about thinking:

Metacognition. Retrieved July 30, 2009, from http://learner2.learner.org/courses/learningclassroom/support/09_metacog.pdf

Kuhn, D., & Dean Jr., D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory Into Practice 43(4), 268-273.

Paris, S., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B.F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.

Pintrich, P.R., McKeachie, W.J., & Lin, Y. (1987). Teaching a course in learning to learn. Teaching of Psychology, 14, 81-86.

Pintrich, P.R., & Schunk, D.H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Merrill Prentice-Hall.