Meta-Cognitive Strategies

Transcription

1 Meta-Cognitive Strategies

2 Meta-cognitive Strategies Metacognition is commonly referred to as thinking about thinking. It includes monitoring one s performance, apportioning time and cognitive capacity to various cognitive tasks, checking one s answers, learning from mistakes, and all other strategies involved in orchestrating an intellectual performance. In reading, it relates to the two following concepts related to reading comprehension: 1) a reader s knowledge of the status of his own thinking and the appropriate strategies to facilitate ongoing comprehension 2) the executive control one has over one s own thinking and the use of comprehension strategies to facilitate or repair comprehension as he reads

3 Assessment Tools for Meta-Cognition Classroom Modified Reading Strategy Use Scale (CMRSUS) Comprehension Monitoring of Inconsistent Text Information (Irwin, 1991) Metacognitive Interview (Reutzel & Cooter, 2002)

4 Classroom Modified Reading Strategy Use Scale (CMRSUS) The CMRSUS is a group administered, 15-item, classroom checklist. Students are instructed that there are no right or wrong answers. Instruct students to read each item and circle the number under the response that best represents their behavior in response to each statement (see sample below). Scoring is accomplished by summing the response numbers circled (Always =3, Sometimes = 2, and Never = 1). The total is then divided by the total number of items answered (15). A mean score near 3 indicates strong selection, use, and self-regulation of comprehension monitoring strategies. A mean score near 2 indicates occasional selection and use of comprehension monitoring strategies. A mean score near 1 indicates poorly developed selection, use, and self-regulation of comprehension monitoring strategies. Example: I read quickly through the story to get the general idea before I read the story closely. 1. Never 2. Sometimes 3. Always

5 Comprehension Monitoring of Inconsistent Text Information This assessment incorporates others listed above and adds text information that is inconsistent with other information known by the student or contained in the text. Evaluators will assess how the student deals with inconsistently-presented information. Will the student question it and how it fits in or take it as fact just because it is in the writing? Scoring is based on the number of inconsistencies noticed and the number of strategies used to handle the problems. The total number of inconsistencies can be established in the text by the teacher for a more detailed evaluation.

6 Metacognitive Interview Two concepts important to metacognition are the reader s knowledge of strategies for learning by reading and the control that the reader has over the strategies. The metacognitive interview will measure the types and number of strategies used by the reader and the level of control a student has when he or she reads. The student will read a passage silently then answer content questions about the reading. The metacognitive interview should be completed individually with the teacher after the comprehension questions are answered. The teacher can use the interview for different types of readings and several times during the school year. This will allow the teacher to track the progress of strategy use and frequency. The teacher can direct future instruction toward improvement of strategy use. Example: Do you think that is the right answer to the content question? How do you know this is the right answer? When you need to think of an answer to a question while reading, what do you do? (Reutzel & Cooter, 2002)

7 Recommendations and Instructional Strategies for Metacognitive Comprehension 1. Concept-Oriented Reading Instruction (CORI) is a program that can be very helpful in the realm of metacognition. CORI includes a four part instructional model focusing on real-world observations, conceptual themes, self-directed learning, direct instruction on strategies, peer collaboration, and self-expression of learning. Within Part III of CORI s a component addressing comprehension monitoring (metacognition). Teacher modeling and student discussions are initiated via idea circles and group self-monitoring. 2. Learning Logs are a form of structured journal writing that helps a student develop better awareness of his or her own comprehension (metacognition). Journal writing is effective because it causes students to be more directly engaged with their reading comprehension. 3. Response Charts provide scaffolding for students to help them develop metacognitive reflection and self-assessment strategies. Students can use the charts to interpret expository text and teachers can used them for planning future instruction. The chart has yes and no columns. The yes column is for the information that the student understands and appreciates. The no column is for the information that the student needs to clarify. 4. Inconsistency Fix-ups can be done in combination with the comprehension monitoring inconsistent text information assessments. After the student has finished the assessment, he is given the task of putting in information that makes sense in the passage.

8 5. In My Head Question-Answer Relationship can be used to improve metacognitive comprehension. The reader generates the answers to comprehension questions based on integration of information. The answer in not in the reading, it comes from the readers ideas about the passage. 6. Textbook Activity Guides assist students in learning ways to read strategically and comprehend new information from the text. Teacher modeling is necessary for this task. Students will answer teacher generated questions. The questions will be organized to answer using techniques such as preparing semantic maps or through discussion with a partner. The process of using the activity guides will allow the student to develop more scaffolding and strategies use for metacognitive comprehension. 7. Self-assessment comprehension strategies engage students in considering what they are learning and what they are responsible for as readers. The goal of this activity is for students to consider and evaluate the different types of comprehension strategies they utilize while reading.

9 Filename: reading_metacogstrat Directory: C:\Documents and Settings\helpdesk\My Documents\Cook Template: C:\Documents and Settings\helpdesk\Application Data\Microsoft\Templates\Normal.dot Title: Meta-Cognitive Strategies Subject: Author: Dan Keywords: Comments: Creation Date: 3/23/2003 9:20 PM Change Number: 2 Last Saved On: 3/23/2003 9:20 PM Last Saved By: Dan Total Editing Time: 0 Minutes Last Printed On: 4/6/ :05 AM As of Last Complete Printing Number of Pages: 8 Number of Words: 926 (approx.) Number of Characters: 5,283 (approx.)