Published on November 5, 2007
Promoting metacognition: designing & grading reflective assignments : Robin Wright John Anderson David Biesboer Sehoya Cotner Promoting metacognition: designing & grading reflective assignments what is learning?psychology: what is learning? psychology Kolb (1984): “Learning is the process by which knowledge is created through the transformation of experience.” past experience to future plans dependence on others to independence See: http://www.learningfromexperience.com/research-library/ what is learning?biology: what is learning? biology formation of new synapses between neurons in your brain http://www.yalemedicalgroup.org/images/dxrad/mri-brain.jpg http://www.med.upenn.edu/ins/faculty/balicego.htm learning is brain change Kolb’s experiential learning cycle: Kolb’s experiential learning cycle testing experience reflection abstraction so what? what? now what? Zull: The art of changing the brain (2002): Zull: The art of changing the brain (2002) Kolb’s experiential learning cycle has a biological basis testing experience reflection abstraction sensory & postsensory temporal integrative cortex frontal integrative cortex premotor & motor Kolb’s Experiential Learning Cycle: let’s try it: http://www-eosdis.ornl.gov/BOREAS/bhs/Sites/NSA-OJP.html Kolb’s Experiential Learning Cycle: let’s try it testing experience reflection abstraction sensory & postsensory temporal integrative cortex frontal integrative cortex ceilometer premotor & motor what just happened in your brain?: what just happened in your brain? METACOGNITION ceilometer Thinking about thinking…consciously monitoring your learning: Thinking about thinking… consciously monitoring your learning metacognition: Awareness What do I know? What do I need to know? Where will I find it? How will it be evaluated? Planning How long will it take? What are my priorities? How should I organize my time? Am I on the right track? Should I make an outline, concept map, etc.? Reflection What works for me? What doesn’t? Why? How can I be more efficient? Is this approach generally useful? Quiz time!: Quiz time! Use IF-AT forms Question 1: Question 1 The steps in the learning cycle are Reflection>abstraction>testing> experience> Experience>reflection>testing> abstraction> Abstraction>experience> reflection>testing> Testing>experience>abstraction>reflection> Question 2: Question 2 The educational psychologist, Kolb, argued that learning is the transformation of Neural connections Experience Teaching Brain structure Question 3: Question 3 Metacognition has three major facets: Synthesis, reflection, planning Analysis, experience, testing Awareness, planning, reflection Reflection, experience, abstraction Question 4: Question 4 Which of the following metacognitive questions represents an example of the reflection facet of metacognition? What works for me? What do I already know? How long will it take? Am I on the right track? Question 5: Question 5 A ceilometer measures? Height of cloud base Distance to the ceiling Height of tree branches Length of time to promotion IF AT form(if at first you don’t succeed…) : IF AT form (if at first you don’t succeed…) Immediate feedback assessment technique http://www.epsteineducation.com/ifat.php The Nature of Life Programexamples of reflective assignments to promote metacognition: The Nature of Life Program examples of reflective assignments to promote metacognition “The U”some relevant facts & figures: “The U” some relevant facts & figures Large, public, land-grant, research university 50,502 students (fall 2007) 28,645 undergraduate 13,929 graduate Freshman admitting colleges: Agriculture Physical Sciences & Engineering Business Liberal Arts Biological Sciences majors in biochemistry, biology, genetics, ecology, plant biology, microbiology, neuroscience College of Biological Sciencessome relevant facts & figures: College of Biological Sciences some relevant facts & figures 140 faculty ~587 graduate students ~1791 undergrads average CBS freshman top 6th percentile of high school class ACT = 29 more than half already have college credits (60 sophomores & 10 juniors Nature of Life Program Goals: Nature of Life Program Goals help students begin to explore biology from molecules to ecosystems introduce opportunities in CBS & the U build a community of learners increase retention & graduation rates Nature of Life Program Overview: Nature of Life Program Overview 2 credit class required for all students entering from high school Begins at the Lake Itasca Field station (in summer) 3 learning modules evening sessions & discussions Exam Continues on campus Required activities WebCT tutorial Time management plan Career & graduation plan Conversation with a professor Student Choice Activities Geography interlude:Where the heck is Itasca?: Geography interlude: Where the heck is Itasca? http://www.nps.gov/cuva/kidstuff/pac/watersheds/images/USmaps/US_new.jpg veritas caput Nature of Life Program Logistics: Nature of Life Program Logistics 350 entering freshmen 4 NOL sessions during summer ~80 students per session 1 make-up session second weekend after classes begin ~40 students Finances: $190 course fee (covers transportation, room, board, supplies, s’mores) tuition (covers faculty honoraria) Nature of Life Program Schedule of activities at Itasca: Nature of Life Program Schedule of activities at Itasca What do you want to get out of college? 3X5 index card, not graded Nature of Life ProgramLearning Module Topicsnote: each module is a 4 hour session!: Nature of Life Program Learning Module Topics note: each module is a 4 hour session! Field Biology Bog Biology Lake Ecology Ornithology Invertebrate diversity River Ecology Laboratory Biology Biochemical analysis of plant pigments Molecular biology Computer modeling Nerve function Redox chemistry Issues in Biology Implications of the human genome project Scientific thought & philosophy Genetic counseling Social implications of biology meta-cognitive strategies for moving from “back brain thinking” to “front brain thinking”: Focused internal conversations Blooming your learning meta-cognitive strategies for moving from “back brain thinking” to “front brain thinking” Meta-cognitive strategies for moving from “back brain thinking” to “front brain thinking”: Meta-cognitive strategies for moving from “back brain thinking” to “front brain thinking” Focused internal conversation What’s my purpose in learning this? What do I already know? What’s the big picture? What questions does this raise? What information is important? How can I paraphrase & summarize? How can I picture this information? How will I remember this? How does this fit in with what I already know? How can I use this information or strategy or knowledge in other situations? Meta-cognitive strategies for moving from “back brain thinking” to “front brain thinking”: Meta-cognitive strategies for moving from “back brain thinking” to “front brain thinking” Bloom your learning Knowledge Understanding Application Analysis Synthesis Evaluation Nature of Life Program Authentic Exam!: Nature of Life Program Authentic Exam! Wright1 Plenary Reflection What was the exam like? Did your study strategy work? What can you do in the future to be better prepared? Not graded Nature of Life Programback on campus: Nature of Life Program back on campus Required activities WebCT tutorial Learning style assessment Time management plan Career & graduation plan Conversation with a professor Student Choice Activities How are you going to spend your time so you succeed in college, while maintaining a balanced, healthy life? S/N grade Nature of Life ProgramStudent Choice Points: Nature of Life Program Student Choice Points Students must accumulate 200 points. Three categories: Academic Success Building Community Creating Connections Why did you choose this activity? Describe it. What difference will this experience make for you? S/N grade Nature of Life ProgramStudent Choice Points: Academic Success Lead a study group Participate in Study Group Informal Study Group Session Attend office hours or appointment with professor or TA Metacognition/Life in College Metacognition/My first semester Post Exam Analysis Halloween Challenge Attend "How to find a research lab" workshop Student Choice Attend an academic success workshop Nature of Life Program Student Choice Points Nature of Life ProgramStudent Choice Points: Building Community (CBS-focus) Wearing your NOL Shirt Concovation CBS Welcome Reception CBS Ice Cream Social CBS Movie Night CBS Peer mentor round table Graduate & Professional School Day Student Choice Coffee with the Dean CBS Departmental Seminar Nature of Life Program Student Choice Points Nature of Life ProgramStudent Choice Points: Creating Connections (U & TC focus) U Student club meeting Learning Abroad Workshop Health Career Center Event Science & Engineering Career Ctr Sports Club activity Concert on campus U sporting event U seminar or lecture CCLC Event or Workshop Gophers Afterdark Volunteer Work University Celebration Student Choice Nature of Life Program Student Choice Points
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