Learning II Hierarchical Learning Metacognition Module 3 Learning

Learning II Hierarchical Learning Metacognition Module 3 Learning II 1

Mastery Learning • Bloom 1956 • Planning learning experiences in a sequence • Cognitive approach • Big 6 Approach • Understanding Module 3 Learning II 2

Knowledge • The ability to repeat information, without necessarily understanding • Recall factual information • keywords – list – define – name Reciting names of capital cities Tables Module 3 Learning II 3

Comprehension On a map of world color areas that were colonized by England • To be able to demonstrate an understanding – group – classify Module 3 Learning II 4

Application • To be able to transform information to find solutions • use previously learned information in a new situation • key words interpret demonstrate Module 3 Learning II List reasons why England was so invested in discovering new lands 5

Analysis • The ability to break information down into various parts • to explore relationships between components of information • Key words – analyse – distinguish – relate Module 3 Learning II 6

Final writing assignment Forbidden City may have caused you to think about the freedoms that we who live in democratic countries enjoy. Write an essay in which you contrast life in China to life in your country. Use specific details from both places in your essay. Module 3 Learning II 7

Religion Freedom of Govern- of speech ment China US Module 3 Learning II 8

Synthesis An essay on the religious significance to Aztec culture • to combine information in order to uncover and develop relationships • to be able to combine various pieces of information to form a new product • Key words – – reorganize reformulate comment on connect Module 3 Learning II 9

Evaluation • to make appraisals about information based on either external or internal standards • to judge the value of the new information and make predictions • Key words – – interpret judge justify predict Based on your understanding of trends in education, predict what skills will be necessary For High School graduates who are in Kindergarten now? Module 3 Learning II 10

Teaching a patron how to navigate the front page of the UW libraries in a reference interview • • • Knowledge Comprehension Application Analysis Synthesis Evaluation Module 3 Learning II 11

Metacognition • Knowledge of cognitive activity or processes • Self-reflection • Learning, memory, and problem-solving • Emphasis on learning and learner Module 3 Learning II 12

Metacognition and Self-Direction • • Time Allocation Comprehension Brainstorming (divergence) Knowledge transfer Ann M. Dirkes, “Metacognition: Students in Charge of Their Thinking, " Roeper Review 8 (1985): 96 -100. Module 3 Learning II 13

Metacognition and Problem Solving • • Identifying and defining problems Mentally representing problems Planning how to proceed Evaluating your performance Janet E. Davidson, Rebecca Deuser, and Robert J. Sternberg, “The Role of Metacognition in Problem Solving, ” in Metacognition, Janet Metcalfe and Arthur P. Shimamura, eds. (Cambridge, Mass. : MIT Press, 1994): 207 -226. Module 3 Learning II 14

Developing Metacognitive Behavior • Identifying the known and unknown – Initial statement – Revise during the thinking process • Talking about thinking – Think aloud (Who Wants to Be a Millionaire? ) – Develop vocabulary to describe thinking Elaine Blakey and Sheila Spence, “Developing Metacognition, ” ERIC Digests ED 327218 (1990), available online http: //www. ed. gov/databases/ERIC_Digests/ed 327218. html. Module 3 Learning II 15

Developing Metacognitive Behavior • Keeping a thinking journal – Awareness of ambiguity and inconsistency – Dealing with difficulty • Planning and self-regulation – Estimating time – Organizing materials – Scheduling Procedures Module 3 Learning II 16

Developing Metacognitive Behavior • Debriefing the Thinking Process – Review thinking activity – processes and feelings – Classify related strategies – Identify most useful activities • Self-Evaluation – Individual conferences – Checklists Module 3 Learning II 17

In summary • Your approach to designing your program depends on the way you see your learners • Good teachers vary techniques and strategies • Learner control and ownership of the learning • Attention, relevant, confident , satisfied Module 3 Learning II 18

How do you implement this? User perspective -your assignment • User needs – Training and education – My case: Integration of technology 4 employed Ts $150 x 4 Released 8 T + 2 assistants Repeated session am/ pm Total 10 $600 curriculum • • Scenario Survey Determined needs Proposal: budget; outcome; outline • Pilot scheme • Evaluation – Critical thinking skills Module 3 Learning II 19

Plan • • Study users Get support- make teams Assess users needs Find out more about them – Availability – Level • Set up a pilot • Assess • Report Module 3 Learning II 20