- Year 2018
- NSF Noyce Award # 1557388
- First Name Behailu
- Last Name Mammo
- Discipline Math
- Presenters
Behailu Mammo
, Hofstra University
m, matbzm@hofstra.edu
Need
Metacognition is one’s conscious control over one’s cognitive processes-such as focusing on given input, dialoguing with it, observing one’s preconceptions and consequent resistance to novel or conflicting inputs, and reviewing and reflecting on an experience. It is documented in literature that productive struggle with the content is key to durable learning. For students to develop this habit, it is critical that they are presented with well-placed scaffolding and fruitful strategies. One of the evidence-based strategies is developing metacognition skills. It involves self-feedback on one’s learning, which is an essential component of meaningful learning and transfer. Since it cultivates a habit of activating prior knowledge before giving up too quickly on problems, it empowers students to become mindful problem solvers.
Goals
The primary goal for this project is to systematically incorporate deliberate metacognition activities in lesson plans of classes taught by Noyce Scholars. In the long run, we are planning to expand it to more classrooms. Admittedly, many students are terrified by the thought of solving problems, especially mathematical problems. They give up without even looking at the problem closely. many factors caused this, but, if they are trained to have a dialogue both internally and with the problem, would they gradually become more confident problem solvers? Does this practice coupled with well-timed scaffolding and genuine empathy, increase students’ self-efficacy beliefs? Does it help them to become self-regulated learners? These and other questions will be explored.
Approach
The project is in its infancy, so there is nothing much to say. It is planned to conduct a pilot study with a selected group of students taught by Noyce scholars.
Outcomes
No outcomes to report yet.
Broader Impacts
Expected Broader Impacts:
Noyce Scholars (pre-service and in-service) and their students
; Teachers from partner school districts
