USA ISD 613 - Research Summary Topic Metacognition

Unformatted text preview:

Research Summary Topic Research Summary Topic Metacognition Metacognition “ Nurturing gifted student’s metacognitive awareness: effects of training in Homogeneous and Heterogeneous classes”“ “ Authors:Kelly Shepherd & Lannie KanevskyRoeper Review, May/June 99,21 (4), p.266IntroductionIntroduction• Grouping students by ability is a common practice– costs and benefits of this practice yet to be known• Past studies have maintained higher ability students benefit more from use of metacognitive strategiesIntroductionIntroduction• Advocates say gifted students must interact with other students to benefit from their education• Vygotsky’s theory indicates students must interact with their “more able” peers when developing metacognitionPurposePurposeSee if gifted children and special students would differ in their responses to metacognitive awareness trainingStrategies relied heavily on peer interactionClarifying TerminologyClarifying Terminology• Homogeneous refers to the similarities in thinking abilities of the students• Heterogeneous refers to the fact the students varied in their ability but were similar in others areas such as interests, SES, personality, etc.Clarifying TerminologyClarifying Terminology• Metacognition (Brown)-”Awareness and regulation of thinking processes students exercise in deliberate learning & problem solving situations”4 Types of Metacognitive Processes 4 Types of Metacognitive Processes at work during learning:at work during learning:• “Knowing what you know and don’t know”• Predicting the accuracy of cognitive acts in advance of responding• Planning a sequence of strategic activities• Checking & monitoring the outcome of an attemptResearch QuestionsResearch Questions• Will the training be effective?• Will the range of ability in each class affect what was learned?• Will this range of ability affect the gifted students’ participation in group discussion?MethodsMethods• Participants– 39 ten to eleven year olds• 26 in regular heterogeneous 5th grade classroom• 13 homogeneous in private school (admission requirements >95 percentile on intelligence testing)– 3 gifted students ( in 94th percentile of Raven’s Standard Progressive Matrices)– given pseudonyms- Paula, Brian, WayneTeacher/researcherTeacher/researcher• Provided the metacognitive awareness instruction• >20 years of teacher experience– 3 years as language arts consultant– professional preparation (workshops and coursework) as teacher for gifted studentsActivitiesActivities• Children represented their metacognitive activities by using the analogy “Mind is like a machine…”for their problem solving process.ActivitiesActivities• Asked to draw and describe the machine which represents how their mind works when it solves problems:– “When I’m _____, my mind _______” and– “It’s like a __________”– A drawing of a thought cloud above the child’s head was the frame of illustration of the mind machineActivitiesActivities• A different problems was posed each day including:– Doing hard math problems– Writing a poem– Deciding how to illustrate a story– Choosing a topic for a research project in social studies– Trying to convince parents to raise their allowanceInterviewInterview9 open ended questions to measure post intervention awareness of their thoughts & feelings1 If you wanted to explain metacognition to a friend, what would you say?2 Do you use the same kinds of thinking in a different situations? Please give an example.3 Did you learn some things about metacognition from your classmates? Please give some examples.4 Have you learned something new about how your mind works? What have you learned?5 Would you approach a learning situation differently now as compared to last week? What is different?Interview Questions (Interview Questions (cont’dcont’d))6. Do you think metacognition could help friends of yours? How?7. If you wanted to help someone think about their own thinking, what would be the most important thing you would say?8. Did you enjoy the project? What do you think of this “metacognition” stuff?9. Explain how these pictures are like you mind.ResultsResults• Each child’s mind machine was distinctive• 3 themes emerged in the data:– Changes in awareness– Differences in metacognitive awareness – Group differencesChanges in Students’ AwarenessChanges in Students’ Awareness• Day 1- none had heard to term “metacognition”, or to have thought about their thinking• Day 5 - students reported an awareness of the complexity of their thinking– “Before I just thought, but now that I’ve though about it, I know how my mind works and I’m not just passing thorough things”– “I just thought I thought identical all the time. I either knew something or I didn’t”Changes in the functions of the Changes in the functions of the metaphorical machinemetaphorical machine• Students demonstrated various actions the mind machine performed depending on the task– Realizing– Predicting• None mentioned planning, or monitoringIntraIntra--individual differencesindividual differences• Students recognized they used different thinking on different tasks. Within students they also used different phrases to describe the type of thinking they do.– “It depends on the situation”InterInter--individual differencesindividual differences• Students recognized: – “Everybody thinks about things in different ways”– “...a lot of people think in different ways and describe their thinking differently”Differences b/t homogeneous & Differences b/t homogeneous & heterogeneous settingsheterogeneous settings• All students increased their awareness of executive functions– Students in the homogeneous setting increased their awareness more• When describing how their thinking had changes– Students in the homogeneous group had more sophisticated and elaborate explanationsDifferences b/t homogeneous & Differences b/t homogeneous & heterogeneous settingsheterogeneous settings• Willingness to contribute to discussion– Homogeneous group were more self directed, engaged more spontaneously with peers into discussions– Heterogeneous group less spontaneous, fear of copying or being copiedDiscussionDiscussion• All intellectually gifted students benefited from the training activities• Teacher/researcher acted as more capable peer by leading the changes in


View Full Document

USA ISD 613 - Research Summary Topic Metacognition

Documents in this Course
ISD 613

ISD 613

2 pages

Load more
Download Research Summary Topic Metacognition
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Research Summary Topic Metacognition and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Research Summary Topic Metacognition 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?