EDT 8110: Week Three
SMART Learning Objectives
At the end of this workshop, students will be able to:
- Define metacognition.
- Identify at least three common illusions that distort memory.
- Identify at least three practices that can combat memory distortions and improve metacognition.
- Identify the three steps to dynamic testing.
- Define rule learning.
- Define structure building.
Content Summaries
Chapter 5: Avoid Illusions of Knowing
Brown, Roediger, and McDaniel (2014) defined metacognition as the ability to judge or monitor one’s thinking and performance. To improve one’s metacognition skills one must be wary of common illusions that can distort memory. Brown et al. (2014) described several ways in which memory can be altered: (1) imagination inflation—or believing that an imaginary event actually occurred; (2) suggestion—or being misled by subtle innuendos; (3) interference—or incorporating other unrelated events into memory and, thus, misconstruing actual events; (4) curse of knowledge—or, after mastering complex material, forgetting the underlying parts to the material and, thus, making it difficult to teach; (5) hindsight bias—or believing that a past event was more foreseeable that it actually was; (6) feeling of knowing—or ascribing emotion(s) to an person, object, or event and, thus, distorting memory; (7) fluency illusion—or mistaking familiarity with the material in a text as having mastery over the material; (8) social influence—or conforming one’s memory to match the memories of others; and (9) false consensus effect—or assuming one’s beliefs are shared by others. Brown et al. recommended a number of practices to combat mental distortions and strengthen metacognition, such as testing, peer instruction (i.e., solving a problem as a team of people), elaboration (i.e., connecting new knowledge to prior knowledge), obtaining corrective feedback, and active retrieval practice via simulation.
Chapter 6: Get Beyond Learning Styles
A common myth is that learning is best achieved when the method of instruction matches one’s preferred learning style (Brown, Roediger, & McDaniel, 2014). However, Brown et al. argued that there are other learning differences—not preferred learning styles—that impact one’s ability to learn. For example, intelligence matters. Intelligence has often been assumed to be static and predefined at birth (e.g., one’s IQ); yet, according to Brown et al., research has supported theories that suggest there are different types of intelligence—like analytical intelligence (e.g., problem-solving), creative intelligence (e.g., applying knowledge or skill to new contexts), and practical intelligence (e.g., adapting to real-life situations). These different types of intelligence can be strengthened using dynamic testing. Brown et al. described three parts to dynamic testing: (1) testing to identifying one’s current level of expertise, (2) engaging in active retrieval practice techniques to strengthen memory by focusing on those areas that need improvement (as identified in step one), and (3) testing again to reassess one’s level of expertise and to identify additional areas that need improvement. Other learning differences that matter include self-motivation and self-esteem, rule learning (i.e., the ability to identify fundamental rules from new knowledge that can be recalled and applied later to other contexts), structure building (i.e., the ability to compile the main concepts from new knowledge into mental models), reflection, reading ability, and personal support (Brown et al., 2014).
Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning [Video]
There are two primary phases to learning new material: encoding—or acquiring knowledge—and retrieving—or recalling it from memory; and the latter is often overlooked (Karpicke, 2013). According to Karpicke, even though empirical research has shown that active retrieval techniques—like testing—have a direct effect on learning and strengthening memory, students believe massed practice—like rereading—to be more beneficial. The challenge, then, for teachers is to find ways to engage students in active retrieval practices. Karpicke (2013) recommended teachers try two techniques: (1) after a lecture or reading, ask students to draw a concept map (i.e., a visual representation of the main ideas from the material and how they are related) without the aid of their notes or the text; and (2) while reading a text, have students write down clues that will help them recall the main ideas and then, afterwards, ask the students to use the written clues alone to recall the material. Aside from engaging students in active retrieval practice and strengthening their memories, such retrieval techniques will assist the students in identifying the material they do not know and help them manage their study time (Karpicke, 2013).
Connection to Field and/or Discipline
As a student, I have had an awareness of my own metacognition and, as Brown et al. (2014) suggested, I have often relied on peer instruction as a means to measure my own competence and enhance my metacognition skills. For example, I can recall working closely with classmates to examine complex research designs and, by doing so, not only am I able to gauge my competency of the material in relation to my peers, I am able to engage in elaboration activities as I explain my interpretations of course materials and receive corrective feedback. Similarly, as an adjunct faculty member with an ever-evolving mastery of complex material related to statistics and research, I have often found myself falling prey to what Brown et al. (2014) described as the curse of knowledge. In the past, I have needed to revisit the material that serves as the foundation for statistics and research (e.g. central limit theorem, the evaluation of assumptions required for a given statistical technique, etc.) before designing coursework to ensure I incorporate all of the key elements.
Suggestions for Implementation
Brown et al. (2014) and Karpicke (2013) offered several recommendations to enhance metacognition skills, deflect mental distortions, and strengthen learning. For example, Brown et al. (2014) and Karpicke (2013) argued that active retrieval practice techniques, like testing, that are spaced, varied, and interleaved can improve learning compared to other well-known techniques, like massed practice (e.g., rereading, cramming, etc.). In addition, Brown et al. (2014) recommended students engage in peer instruction or work with a mentor or team which provides opportunities for students to elaborate upon new knowledge and receive corrective feedback. Lastly, Karpicke (2013) recommended that students, when reading new material, write down clues that will help them recall the information later.
Formative Assessment
Use the study tool below to self-assess your knowledge of the SMART learning objectives (see above). Select "Start" to begin. Type the word(s) you hear. Refer to the definition to the right to assist you. Select "replay audio" to hear the word(s) again. You can adjust the speed at which the words are spoken (fast or slow) from the drop-down box located above the "replay audio" button.
References
- Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press.
- Karpicke, J. (2013, May 15). Retrieval-based learning: Active retrieval promotes meaningful learning [Video file]. Retrieved from https://www.youtube.com/watch?v=CioabgMyFlA