Teaching Metacognition: Helping Students Own and Improve Their Learning-猫眼课题宝

教授元认知：帮助学生拥有并改进他们的学习

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2018

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P. Cunningham;H. Matusovich;S. Blackowski;Rachel E. McCord;Cheryl Carrico

元认知经常被用作一个模糊的术语，指的是“思考思维”，但这种描述模糊了它在学习中的功能和效用。广义地说，但更具体地说，元认知涉及到我们对思维过程的了解和调控。虽然每个人在元认知上都有不同程度的活跃，但我们都有成长的空间，并从提高我们的元认知技能中受益。特别是，许多学生坚持主要使用表层学习方法，如排练和记忆，但可以从与深度学习相关的更精细和更有组织的方法中受益匪浅(例如，可转移和持久的学习)。本研讨会的重点是了解元认知，教师可以用来让学生参与元认知发展的模块，以及一个向学生提供关于学习方法的支持性反馈的工具。我们国家科学基金会资助的研究结果为本次研讨会提供了信息。研讨会目标在研讨会结束时，参与者将能够：定义和描述元认知学习的关键要素，阐明让学生参与其元认知发展的最佳实践，根据参与者自己的教学环境调整教学材料确定学生可能对引发对其学习方法的自省的提示做出的反应类型制定建设性和积极的形成性反馈以支持学生的发展作为学习者解释如何看到学生的发展可以使元认知教学更有价值&Blackowski 2预期时间表活动时间上午9：00上午9：10定义元认知上午9：35 NSF项目概述上午9：45体验元认知培训模块

Metacognition is often used as a nebulous term referring to “thinking about thinking”, but this description obscures its function and utility in learning. Broadly, but more specifically, metacognition involves our knowledge and regulation of our thinking processes. While everyone is metacognitively active to one degree or another, we all have room to grow and benefit from improving our metacognitive skills. In particular, many students persist in predominantly using surface approaches to learning, such as rehearsal and memorization, but could benefit greatly from more elaborative and organizational approaches associated with deeper learning (e.g., transferable and lasting learning). This workshop focuses on understanding metacognition, modules instructors can use to engage students in their metacognitive development, and a tool for providing supportive feedback to students about their approaches to learning. Findings from our NSF-funded research inform this workshop. Workshop Objectives At the completion of this workshop, participants will be able to:  define and describe key elements of metacognitive learning,  articulate best practices for engaging students in their metacognitive development,  adapt instructional materials for the participant’s own teaching context  identify types of responses students may give to prompts eliciting self-examination of their approaches to learning  formulate constructive and positive formative feedback to support student development as learners  explain how seeing students develop as learners can make teaching more rewarding Teaching with Metacognition Cunningham, Matusovich, & Blackowski 2 Prospective Schedule Time Activity 9:00 am Getting Situated 9:10 am Defining Metacognition 9:35 am Overview of NSF Project 9:45 am Experiencing a Metacognition Training Module

Teaching Metacognition: Helping Students Own and Improve Their Learning

教授元认知：帮助学生拥有并改进他们的学习

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