August 11, 2010
Metacognitive Skills for Self-Directed Learners
Principle: To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed.
That’s one of seven research-based principles for smart teaching proposed by authors of the new book, How Learning Works. They make this observation: “Unfortunately, these metacognitive skills tend to fall outside the content area of most courses, and consequently they are often neglected in instruction.” (p. 191) Research also documents that these skills are developed much more efficiently by direct instruction than by happenstance.
Here are some suggestions for developing each of these important metacognitive skills. More are proposed and discussed in the book.
· Help students assess the task by being more explicit than you may think necessary. Don’t assume that a basic description is enough. Fill in the details so that students know what they are being asked to do.
· Help students evaluate how well they’re equipped to do the task by providing opportunities for self-assessment early and often. Show students how these kinds of assessments are helpful—how the self-knowledge they reveal enables students to better understand what the task requires.
· Help students plan an appropriate approach by first implementing a plan you’ve provided and then by creating their own plans. It also helps if you make planning a central goal of the assignment. That means making time for it and letting it be a part of the assignment that counts.
· Help students apply selected strategies and monitor progress by having students do guided self-assessments. Give them a set of criteria and help them apply those to what they’ve accomplished so far. Make reflection a part of the assignment by having students explain what they are doing and why. Peer review can also help students be realistic about their own progress and that of other students.
· Help students adjust their strategies by encouraging them to analyze the effectiveness of what they’ve done. They need to reflect on their progress as they work on the task and on their performance once the task has been completed. They also need to know that there are multiple ways of tackling the task so that if what they tried did not work very well, they can use another approach next time.
Reference: Ambrose, S. A., Bridges, DiPietro, M., Lovett, M. C., Norman, M. K. How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass, 2010.