Teaching metacognitive knowledge and developing expertise

Velzen, Joke H. van

doi:10.1080/13540602.2012.629843

Cited by 24 publications

(12 citation statements)

References 26 publications

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“…As more than thirty years of research has shown us, students enter post-secondary studies with a variety of inputs or attributes, which when combined with institutional experiences produce learning and/or leaving (Pascarella & Terenzini, 2005). Astin's career (1996) has focused on the importance of student involvement in predicting retention and success, while others emphasize early contact and building connections (Tinto, 1993), or more simply, engagement (Kuh et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

Learning Skills Workshops Supporting First-Year Courses

Grills

2017

CELT

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Student Services support, including learning skills assistance, can be integral in empowering learners. First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in student success by helping to build transferable learning skills, especially for high-fail introductory courses. In this paper, I report on supplementary workshops developed to target fundamental skills with course-specific examples. This partnership included incentivizing academic support with both carrots and sticks; instructors in introductory biology strongly urged students receiving D grades or below on the first test to approach Student Services for support, while sociology faculty incorporated workshop attendance into the introductory course with participation grades. Following such incentivizing of learning skills, workshop attendance increased by 45%. In both courses, first test scores and high school averages for students attending workshops did not differ from students not attending workshops. However, students who attended learning skills workshops had significantly higher course grades, persistence, sessional grade point averages (GPAs), and cumulative GPAs than students not attending workshops. Controlling for high school average, each learning skills workshop attended was associated with a 0.11 to 0.27 increase in sessional GPA on a 4.3 point scale.

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Section: Discussionmentioning

confidence: 99%

Learning Skills Workshops Supporting First-Year Courses

Grills

2017

CELT

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“…Another difference arose in the way the teachers challenged their students. When left to themselves, students tend to avoid cognitive conflict [ 84 , 85 ], display faulty logic, produce inconsistent arguments, and, as newcomers to medical discourse, frequently misuse language [ 24 , 44 , 86 ]. The inexperienced teachers often did not notice or challenge unjustified claims, unacknowledged disagreements, and inaccurate language use, and, when they did, failed to insist on immediate pursuit of the problem, resulting in unhelpful premature closure of discussion [ 87 ].…”

Section: Discussionmentioning

confidence: 99%

Remediation of at-risk medical students: theory in action

2013

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BackgroundPrevious work has shown that a programme that draws on a blend of theories makes a positive difference to outcomes for students who fail and repeat their first semester at medical school. Exploration of student and teacher perspectives revealed that remediation of struggling medical students can be achieved through a cognitive apprenticeship within a small community of inquiry. This community needs expert teachers capable of performing a unique combination of roles (facilitator, nurturing mentor, disciplinarian, diagnostician and role model), with high levels of teaching presence and practical wisdom. Yet, despite participants’ convergent opinions on the elements of effective remediation, significant differences were found between outcomes of students working with experienced and inexperienced teachers. The current study explores the actual practice of teachers on this remediation course, aiming to exemplify elements of our theory of remediation and explore differences between teachers.MethodsSince it is in the classroom context that the interactions that constitute the complex process of remediation emerge, this practice-based research has focused on direct observation of classroom teaching. Nineteen hours of small group sessions were recorded and transcribed. Drawing on ethnography and sociocultural discourse analysis, selected samples of talk-in-context demonstrate how the various elements of remediation play out in practice, highlighting aspects that are most effective, and identifying differences between experienced and novice teachers.ResultsLong-term student outcomes are strongly correlated to teacher experience (r, 0.81). Compared to inexperienced teachers, experienced teachers provide more challenging, disruptive facilitation, and take a dialogic stance that encourages more collaborative group dynamics. They are more expert at diagnosing cognitive errors, provide frequent metacognitive time-outs and make explicit links across the curriculum.ConclusionsRemediation is effective in small groups where dialogue is used for collaborative knowledge construction and social regulation. This requires facilitation by experienced teachers who attend to details of both content and process, and use timely interventions to foster curiosity and the will to learn. These teachers should actively challenge students’ language use, logical inconsistencies and uncertainties, problematize their assumptions, and provide a metacognitive regulatory voice that can generate attitudinal shifts and nurture the development of independent critical thinkers.

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“…Learning activities also need goals, voluntary action and effective learning is not just an activity or activities that flowed away (Chuvgunova &Kostromina, 2017). Awareness of the importance of science will encourage students to learn and help them develop skills (Velzen, 2012).…”

Section: Introductionmentioning

confidence: 99%

Answering the Challenge of Industrial Revolution 4.0 Through Improved Skills Use of Technology College

Tanjung

2019

Int.J.Edu.Voc.Studies

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The era of the industrial revolution 4.0 requires working effectively and efficiently, all the activities is quick and easy. Skills use of technology is one of learning skills that must be mastered to achieve success in life in the era of industrial revolution 4.0, especially in the academic field for students undertaking study or the study completion. Skills good use of technology will make the students quickly and easily complete the study. This study aims to analyze the importance of skills enhancement technology use in higher education in order to meet the industrial revolution 4.0. The research sample student counseling. Research data analysis using percentage. The research found that the importance of improving the skills of the use of technology in higher education and in general skills of student technology use is not optimal.

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Teaching metacognitive knowledge and developing expertise

Cited by 24 publications

References 26 publications

Learning Skills Workshops Supporting First-Year Courses

Learning Skills Workshops Supporting First-Year Courses

Remediation of at-risk medical students: theory in action

Answering the Challenge of Industrial Revolution 4.0 Through Improved Skills Use of Technology College

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