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Week 5 Notes

by: Maddy Hodgman


Maddy Hodgman
GPA 3.83
Educational Psychology
Carey Dimmitt

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About this Document

Tuesday, 2/17 (Monday schedule) - went over test, no notes. Wednesday 2/18 - Metacognition 1. Friday 2/20 - Metacognition 2.
Educational Psychology
Carey Dimmitt
Class Notes
ed psych, educational psychology, Education, Psychology, metacognition
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This 5 page Class Notes was uploaded by Maddy Hodgman on Friday February 20, 2015. The Class Notes belongs to EDUCATION 305/PSYCHOLOGY 305 at University of Massachusetts taught by Carey Dimmitt in Spring2015. Since its upload, it has received 59 views. For similar materials see Educational Psychology in Psychlogy at University of Massachusetts.

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Date Created: 02/20/15
Friday February 20 2015 Educational Psychology Week 5 Metacognition 2 Thinking about thinking knowing what you don t know Knowledge and beliefs about one s own cognitive processes develops over time Why teach metacognition a certain amount of learning is ability cognitive attentional and personality curiosity conscientiousness motivation need for achievement learning is a skill that can be improved when strategies are taught it is important to develop metacognition as we develop through school the ability to learn is not a fixed skill can be improved at any age through planning and goal setting or practice to improve accuracy and skill Teaching Metacognitive Skills teach selfevaluation identify what finished work looks like teach selftalk about thinking making a plan help students notice and reflect on their thoughts what is a different way to think about this make thinking visible scaffold guide coach offer guided experience for learning opportunities external models of internal thinking processes Friday February 20 2015 scaffolding building the structure of information and allowing students to build off of it make thinking deliberateintentional think together with peers and classmates small group problem solving collaboration ask WHY questions use reasoning words Teachers can create monthly calendar of upcoming tests and skills allow for 57 days pretest to create study plan distributed practice is more effective than massed practice learningmemory is consolidated during sleep Metacognitive Strategies PQ4R Preview the chapter Question while you are previewing Read Reflect Recite Review Wednesday February 18 2015 Educational Psychology Week 5 Complex Cognitive Processes Metacognition Bloom s Taxonomy of Cognitive Objectives requires using or transforming previously acquired knowledge and skills knowledge remembering comprehension understanding application analysis synthesis evaluation applying all of these strategies to learning goals Revised 2 dimensional taxonomy 2001 gt Anderson and Krathwol Metacognition thinking about thinking metacognitive skills develop throughout our lives starting in preschool theory of mind research traces the emergence of metacognition individual understands self as a knower about age 4 understanding that forgetting happens about age 6 often inaccurate at first how much can be learned how long it takes to learn something understanding how the mind works how learning works for self and others metacognitive knowledge and skills how do I use these skills and when needs to be explicitly taught alongside content Types of Metacognitive Knowledge 1 Person knowledge declarative knowledge Wednesday February 18 2015 understanding your own capabilities Task knowledge procedural knowledge content what do I need to know length how much space do l have to communicate my knowledge Strategy knowledge conditional knowledge one s capabilities for using strategies to learn information and for adapting strategies to new situations developmental process 3 year olds can be taught strategies but need to be reminded to use them and do not transfer these strategies to new situations 8 year olds can use strategies without prompting but still may not be able to transfer them to new situations upper elementary students develop understanding of which strategies will be effective under different circumstances Metacognitive Regulation How and when do I use certain skills the purposeful act of attempting to control one s own cognitions beliefs emotions and values related to selfregulation Selfmonitoring and selfevaluating learning How am I doing managing and structuring learning we become increasingly sophisticated in how to learn and to do so efficiently Metacognition skills develop over time improve more readily with instruction metamemory what memory is how it works how to remember with development metacognitive strategies and skills become more automatic Wednesday February 18 2015 skills are correlated with but are not exactly the same as academic achievement also correlated with but not the same as cognitive ability and can be intentionally taught with related improvements Metacognition in reading development comprehension comprehension monitoring awareness of the goals and purposes of reading features of text reading strategies summarizing questioning clarifying Motivation is a critical factor in metacognition how and why are you using these skills Theory of mind understanding of the mind and mental world beliefs about how one s mind works Adolescent egocentrism difficulty differentiating between one s own thoughts and the thoughts of others imaginary audience personal fables adolescents mistakenly believe they are unique no one can understand Teaching metacognitive skills teach selfevaluation identify what finished work looks like


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