PPT-Metacognition

a biased overview Don Perlis Maryland Metacognition Seminar httpxkcdcom Acknowledgements Collaboration with NRL Perzanowski Blisard Large team Anderson Cox Dinalankara. :. . Statistical Discourse Analyses . of Group Problem Solving. Ming Ming Chiu. State University of New York – Buffalo. mingchiu@buffalo.edu. . I appreciate the research assistance of . Choi Yik Ting and Kuo Sze Wing. By:. Rodolfo Ramirez. Thinking about Thinking. Question:. How many of you ever think about your thinking?. The Perfect Scenario. Students can independently:. Have a great skill set. Read and follow directions. Metacognition. :. Mechanisms of self-knowledge. . Stanislas Dehaene. Chair of Experimental Cognitive Psychology . Lecture. . Definitions and first paradoxes. Course translated from the French version by CG Traduction et . Shanna Erickson (serickson@ucmerced.edu). Evan . Heit. (eheit@ucmerced.edu). University of California, Merced. It is common that people generally display glaring overconfidence in self-perception of their ability (1, 2). A possible exception to the general overconfidence phenomenon is the occurrence of math phobia (3). This . You . know you have it, but you're not quite sure where you got it . from.. Welcome . to HABITS OF MIND. AGENDA. 9:00-9:15 / . 15 min. . ~ Introductions & Norm Setting. 9:15-9:30 / . 15 min. . The role of affect in metacognition and self-regulated learning. Anastasia Efklides. Aristotle University of Thessaloniki, Greece. Keynote speech at the Symposium on Metacognition, Alps-Adria Psychology Conference,. Barry S. Fogel, MD. Brigham Behavioral Neurology Group. Harvard Medical School. Themes of This Presentation. Organizing Principles. Executive . Function and Metacognition. Why Assessors May Disagree . Courses!. Saundra Y. McGuire, Ph.D.. Assistant Vice . Chancellor. Professor, Department of Chemistry. Past Director, Center for Academic Success. Louisiana State University. 2004 National College Learning Center Association. Andrea Stevenson Crisp,. School Psychologist. Marcia Williams. Parent. Andrea Cronin. Special education resource teacher. Activity . Processing refers to how the brain takes in, uses, learns, reasons, stores, retrieves, and expresses information. . Assessing. Metacognition in the Math Classroom. Andrea Johnson. Bellingham Technical College. … and am I really teaching them . how. to do that?. As teachers, we can either…. Deliver content and expect students to absorb it . Co-published in association with Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third--These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book.What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom\'s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students\' mindsets about ability and by providing a range of strategies to boost motivation and learning finally, she offers guidance to faculty on partnering with campus learning centers.She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students.While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture.This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory. Drawn from a combination of the current metacognitive research and the authors\' extensive educational backgrounds, this book is a compilation of essential metacognitive strategies to challenge students to ?learn to think? and to ?think to learn.? After first reviewing the concept of metacognition - its dimensions, distinctiveness, and importance as supported by the literature - the book then outlines several metacognitive strategies and how to incorporate and implement them in one\'s daily classroom practice. These fundamental and transparent methods aim to enable the teacher to act as a role model and to improve the development of learning. Focusing on student success and achievement and independent learning, the book will be a valuable resource for every educator. Psych 605. Three Terms: Organizing the Concept. Metacognition. Self-Regulation. Self-regulated Learning. Bandura. Flavell. Exogenous. Constructivism. Endogenous. Constructivism. Spence. Piaget. Dialectical. John Pelley, PhD. john.pelley@ttuhsc.edu. www.ttuhsc.edu/medicine/medical-education/success-types/ . 1. Prefrontal Pause. (1 minute). Getting To Know Your Thalamus. Talk with a neighbor about how you do your best thinking.