ProgramLevel Assessment, Evaluation, and Metacognition

1
Program-Level Assessment, Evaluation, and
Metacognition

• May 26, 2009 AST Instructors Workshop
• Professionalism has been characterized as
• "the behavior one manifests when nobody is
  looking"
• Joseph B. Long C.S.T.,
• F.A.S.T., B.A., M.P.A., Ed.D.

2
How Does Your Mind Work?

• fi yuo cna raed tihs, yuo hvae a sgtrane mnid
  tooCna yuo raed tihs? Olny 55 plepoe can.i
  cdnuolt blveiee taht I cluod aulaclty uesdnatnrd
  waht I was rdanieg. The phaonmneal pweor of the
  hmuan mnid, aoccdrnig to a rscheearch at
  Cmabrigde Uinervtisy, it dseno't mtaetr in waht
  oerdr the ltteres in a wrod are, the olny
  iproamtnt tihng is taht the frsit and lsat ltteer
  be in the rghit pclae. The rset can be a taotl
  mses and you can sitll raed it whotuit a pboerlm.
  Tihs is bcuseae the huamn mnid deos not raed
  ervey lteter by istlef, but the wrod as a wlohe.
  Azanmig huh? yaeh and I awlyas tghuhot slpeling
  was ipmorantt!

3
3 Key Points

• 1. Evaluation The Individual Student
  Assessment The Program (The Student
  Aggregate)
• Metacognition Above/Beyond Cognition
• 2. Meta-recognition? Meta- can be a prefix for
  many things (maybe recognizing something a
  second time utilizing a different trigger for
  the recognition)
• 3. Critical Thinking and Creative Thinking

4
RE Evaluation and Assessment

• In these two areas there may be much you already
  know.
• That is okay as I believe it is good to
  re-enforce our knowledge in these areas.
• Maybe there are other tools we need to construct?
  

5
Todays Challenge!

• You challenge your students
• At least I hope you do!
• Today, I am asking you to CHALLENGE
  YOURSELVES
• Learn the Metacognitive Approach to classroom
  interaction, to
• Get the most out of your students, to
• Realize greater success for all parties!

6
Lets Get Our Brains Working! A Little Game,
with A Little Math

• Think of a number between 2 and 9 (dont tell
  anyone).
• Okay, youve got that number multiply (in your
  head) that number by 9. Now you have a 2-digit
  number.
• Add that 2-digit number together, to get a single
  number again.

7
Lets Get Our Brains Working!

• Next, subtract 5 from that number.
• Now, take that number and correlate it to a
  number in the alphabet A 1, B 2, C 3, D
  4, E 5, and so on.
• Next, think of a Country that begins with that
  letter.

8
Lets Get Our Brains Working!

• Now, with the second letter in the name of that
  Country, think of an animal that begins with that
  letter.
• There are no ELEPHANTS in DENMARK!

9
Results (Outcomes) Putting Things Into
Perspective. Rationale

• Eating too much (fatty foods, sweets, etc.)
• Outcomes
• Weight Gain
• With Exercise weight maintained

10
Reality Outcome Sometimes Hard to Take!
11
An Unexpected Outcome!

• Walter and Ann's Love StoryJust because someone
  doesn't love you the way you want them
  to,doesn't mean they don't love you with all
  they have. 

12
How Some People Think?And, Perceived
OutcomesHealth Concerns (Maybe a Form of
Creative Thinking?)

• Q  Should I cut down on meat and eat more
  fruits and vegetables?A  You must grasp
  logistical efficiencies. What does a cow
  eat?  Hay and corn.  And what are these?
  Vegetables. So a steak is nothing  more than an
  efficient mechanism of delivering vegetables to
  your system.
•    Need  grain?  Eat chicken.  Beef is also a
  good source of field  grass  (green leafy
  vegetable). And a pork chop can give you  100
  of your recommended daily allowance
  of vegetable products.

13
How Some People Think?And, Perceived
OutcomesHealth Concerns(Maybe a Form of
Creative Thinking?)

• Q  Are fried foods bad for you?A  Foods are
  fried these days in vegetable oil. In fact,
  they're permeated in it.  How could getting
  more vegetables be bad for you?
• Q  Will sit-ups help prevent me from getting a
  little soft around the middle?A  Definitely
  not!  When you exercise a muscle, it gets
  bigger.   You should only do sit-ups
• if you want a bigger  stomach.

14
How Some People Think?And, Perceived
OutcomesHealth Concerns (Maybe a Form of
Creative Thinking?)

• Q  Is chocolate bad for me?A  Are you
  crazy?  HELLO .. Cocoa beans .. another
  vegetable!!!   It's the best feel-good
  food  around!
• Q  Is swimming good for your figure?A  If
  swimming is good for your figure, explain whales
  to  me.

15
Student Learning Outcomes

• Knowledge Demonstrate a depth of knowledge and
  apply methods of inquiry in their discipline.
• Critical Thinking Interpret information, respond
  and adapt to change solve problems and evaluate
  actions.
• Communication Communicate clearly and
  effectively.
• Diversity Skills necessary to live and work in a
  diverse world.
• Ownership of Learning Understand the need to be
  well informed become life-long learners.
• Personal and Professional Development Practice
  professional ethics, social responsibility, and
  work effectively as team players.
• Kansas State University (May 30, 2008)

16
Graduates from Your Programs

• Are they prepared for their new-found profession?
• Have they measured up to outcome expectations?
• Are they successful in your program, but limited
  in choice of employment?

17
Graduates from Your Programs

• Can they pass your program but not measure up on
  standardized assessment tools?
• Can they fail on the national examination but
  still perform well in the clinical setting?
• Are our present outcomes working?

18
Outcomes The Reality

• Process (The Resources)
• Outcomes (The Results)
• Process Outcomes (Focus)

19
Why Focus on Outcomes?

• Its in The Plan!
• Its Our Primary Quality Assessment Measure!
• Now we have it we must learn to work with it!
• Is it serving its intended purpose?
• Lets make it better for EVERYONE!

20
(No Transcript)
21
At My/Your Institution (Input)

• While stakeholder interest and our accountability
  efforts focus on the Program Level, much of our
  intensive and detailed work in our programs and
  departments focuses on the individual (specific)
  courses.
• By identifying Program-level Outcomes, for ALL
  interested parties, we articulate what Program
  Graduates should know and be able to do.
  (ACCOUNTABILITY!)

22
Outcome-Based Standards

• Programmatic Assessment determines the extent to
  which graduates have acquired the knowledge base
  and skills.
• We need to develop measurable outcomes and
  assessment practices, transitioning such tools
  from individual courses to the program level.
• (Weve done this, right?)
• We have Outcome-Based Assessment Tools!
• Do we need more?
• How are they working?
• Do they need to be adjusted?

23
We Can (and must) Still Address the (3) Learning
Domains

• Cognitive (Knowledge)
• Psychomotor (Skill)
• Affective (Behavior)
• Every Year I Learn Something New from My Students!

24
The Affective Domain is more than Verbal!
25
Boring He already told us this!
Can I take my mask down?
This is going to take a lot of work!
Im Never Going to Get this!
Ive got to stop working 2nd shift
26
How Do You Learn?

• Do we expect students to learn the same way we
  learned in our undergraduate studies.10 years
  ago or maybe longer for most of us?
• Lecture and re-gurg?
• Kinesthetic?
• One way to do things?
• Critical Thinking?
• Thinking about How we Think? (Meta-?)

27
What do you Practice with Students?

• Have you explored new ways to teaching and
  learning?
• Do you hit all of their senses?
• What do students like best?
• Hands-on lab?
• Do you video tape them?
• Do they role play?
• Do they understand other roles?

28
Your Interaction Students and Others!

• Are you their teacher?
• Do you lead by example?
• Wheres the line of demarcation?
• Are you their friend?
• Are you their buddy?
• Have you made roles clear?
• Are you an enforcer?
• Do they know who the leader is?
• Be Mean to Halloween!

29
The Way WE Start Our Program We Begin with The 3
Rs

• Rigor
• Relationships
• Relevance

30
Evaluation vs Assessment

• A test may be used as both.
• Evaluation is the use of a test for purposes of
  assigning a grade.
• Assessment is for the purpose of measuring
  student learning outcomes how can we improve
  overall student learning?
• Evaluation for testing
• Assessment for Compshands-on

31
Evaluation vs Assessment

• While many educators use the words evaluation and
  assessment interchangeably, these concepts have
  different definitions and different purposes.
  Whereas evaluation refers to judging the
  worth/value of student work based on criteria and
  typically results in a grade, assessment refers
  to the deliberate collection and interpretation
  of data about student learning, and then using
  that information to both document and improve
  student learning.
• So..

32
Evaluation vs Assessment

• focused on individual students
• typically summative making a final judgment
• primarily done to assign grades become part of
  an administrative record
• used internally and externally for selection
  purposes, e.g., whom to admit into a course, into
  a program, in transfer, etc.

• focused on aggregates of students
• often formative gathering information about
  student learning in time to make adjustments or
  improvements
• primarily done to improve student learning
• used internally to improve student learning and
  student academic achievement used externally for
  accountability purposes

33
Evaluation vs Assessment

• For many reasons, such as the significant time,
  energy and expertise devoted to grading, the fact
  that grades are insufficient for assessment
  purposes is puzzling and frustrating for some
  faculty. However, it is often the case that the
  grading process is subjective and tends to
  include factors beyond learning outcomes.

34
Evaluation vs Assessment

• Grades are an inadequate report of an
  inaccurate judgment by a biased and variable
  judge of the extent to which a student has
  attained an undefined level of mastery of an
  unknown proportion of an indefinite set of
  material Paul Dressel

35
Evaluation vs Assessment

• Even if your evaluation/grading practices are
  based on performance criteria for a specific set
  of material, course grades alone are not enough.
• Walvoord (2004) points out, A letter grade by
  itself does not give enough information about the
  learning that was tested or the criteria that
  were used. . . .you cant just say 73 of our
  students get grades of A or B in the major, so we
  are doing ok.
• The good news is that its possible to combine
  the two processes

36
Some Basic Outcome Questions

• 1. Have you developed program-level learning
  outcome statements?
• (Sure you have)
• 2. Have you developed assessment plans?

37
Assessment Plan Characteristics Overview

• It should flow from the mission statement.
• The focus should be on the degree/program not
  the individual courses.
• The number of critical learning objectives should
  be small.
• The plan should be a product of the entire
  department (faculty/students).
• The plan should be integrated into the curriculum
  or services provided.

38
Assessment Plan Characteristics Overview

• The plan should be ongoing instead of periodic.
• The plan should be manageable.
• The plan should use multiple measures
  (quantitative/qualitative direct/indirect)
• Students should understand his/her role in
  assessment (how it will be used and how it will
  help them).
• The results of assessment activities should be
  used by faculty/units for improvement (viewed as
  a means rather than an end).
• Concordia College Ball State University Higher
  Learning Commission (NCA)

39
Reliability of Assessment

• a reliable test may not be valid. Reliability
  is a necessary but not sufficient cause for
  validity. Any departure from the purely
  objective (one correct answer) will introduce
  some degree of unreliability, but it is up to
  those who use the tests to determine the degree
  of tolerance they are prepared to allow
  (Heywood, 2000).

40
Validity of Assessment OBA

• It is only in recent years that much more
  attention has been paid to validity. This is the
  result in part of the move toward outcomes
  assessment, in part to the development of
  criterion referenced approaches to its
  measurement and its consequences for
  psychometrics, and in part to a general debate
  about the philosophy of assessment at both school
  and higher education levels (Alverno, 1994
  Brown and Knight, 1994 Gipps, 1994 Messick,
  1994).
• Validity is the extent to which assessment
  measures what it is supposed to measure and is
  therefore directly related to accountability
  which checks that agreed objectives have been
  obtained (Hyewood, 2000).

41
Looking for the Best Answers

• Transitioning to OBA with
• Validity in Assessment

42
Breakdown the Basics
43
Dimensions of Validity

• Face Validity The extent to which an assessment
  appears to be measuring the variable it is
  intended to test (visual inspection of the items
  or questions in comparison with the declared
  objectives).
• Content Validity The extent to which a test
  measures the content (or skill) which it is
  supposed to measure.

44
Validity of Assessment (cont.)

• Predictive Validity The extent to which an
  assessment predicts future performance (degree
  grades as a predictor of work performance).
  Criterion Validity is similar.
• Criterion Validity The comparison of an
  assessment designed to evaluate performance in a
  task with an alternative evaluation (a test
  designed to predict performance compared with
  actual observation by a skilled evaluator).

45
Validity of Assessment (cont.)

• Construct Validity The extent to which an
  assessment measures the content, aptitude,
  attitude, and skill it is intended to assess, and
  predicts results on other measures of content,
  aptitude, attitude, and skill as hypothesized.
  It is based on evidence that relies on the
  interpretation of the meaning of test scores.
  

46
Assessment How Have We Evolved?
47
Assessment Defined

• Though the word assessment did not emerge from
  classroom or campus, it derives from a an idea
  important to educators---that of sitting down
  beside or together (from the Latin ad and
  sedere). In the seventeenth century an assessor
  was one who sits beside or together or who
  shares anothers position. Early uses of the
  word focused primarily on determining the worth
  or value of something in monetary terms, but
  underlying those uses was the idea of expert
  judgment made on the basis of careful
  observation. Assessment was thus a word for
  the tongues of education ---whether humanists or
  scientists. (Loacker, Cromwell, and OBrien,
  1986).

48
Assessment in Higher Education

• In the recent past, terms such as testing,
  examining, and grading were used prior to the
  term assessment arriving on the scene in the
  early 70s before this, the term was generally
  used relative to individuals who had specific
  learning and/or other needs (Heywood, 2000).
• What assessment appears to have become is a
  catch-all phrase that refers to a wide range of
  efforts to improve educational quality. This
  tendency to use one concept to refer to a handful
  of different (if related) things means that there
  are few shared meanings and little agreement
  about the nature, purpose or content of
  appropriate public policies. Nonetheless,
  upgrading the educational quality of higher
  education---often in the name of
  assessment---will be a growing interest of state
  policy makers and an increasingly important
  challenge to educators in the next decade
  (Hartle, 1986).

49
Assessment 10 years Later

• Over the next ten years, the term was used in
  higher education in many ways.
• First, and at one end of the spectrum, it is
  used as a substitute for the term evaluation
  which is not entirely helpful since we often want
  to evaluate (rather than assess) the reliability
  and validity of assessments. Second, it is used
  in respect of institutions and their mission. It
  is a measure of the effectiveness with which they
  achieve their goals. It is an assessment which
  accrediting agencies use, thus accreditation is a
  form of appraisal. Third, it is used of
  programs. Fourth, in this context it also
  implies the assessment of staff as they teach
  Finally, and most importantly, it is used to
  describe the assessment of student learning
• (Karelis, 1996).

50
Assessment and the Individual Student (Evaluation)

• In Assessment We Must Also explore
• Ability
• Aptitude
• Attainment
• Achievement
• (Next Time)
• What has the student attained?

51
Is there a problem with Attainment?

• Maybe the Educators are Doing a Good Job?
• Maybe the Clay is Difficult to Mold.
• Might it be that We Need Chlorine in the Gene
  Pool?

52
Or, Could Something in Our Directions be Flawed?
53
How do we Develop Program-level Outcomes? Etc.
Next Time

• The Approach
• The Steps
• The Resources
• The Tools
• Also
• Blooms Taxonomy (the higher order thinking
  skills for program-level outcomes)
• Selecting Assessment Methodologies

54
Selecting Assessment Methodologies

• When choosing assessment methodologies, it is
  important to select methods that will enable the
  Program to determine to what extent the learning
  outcomes have been achieved by graduates.

55
We Need to Stay Focused To a Certain Degree!Do
not be so focused that you lose site of your
surroundings!
56
We are ALL being Held Accountable! How Do We Win?

• Accountability through Program-Level
  Outcomes-Based Assessment It is Here, so lets
  use it and embrace it!
• When KNOWLEDGE is GAINED..
• PROCESSED..
• And APPROPRIATELY APPLIED..
• WE ALL WIN!

57
This Profession is not for EveryoneI know I am
Preaching to the Choir!But, Can we have Better
Results?

• When students Persist.
• They Tend to Progress..
• Which Leads to Success!
• What more might we do to Realize Greater Success?

58
How do you view your Students?1st Day of Class
vs GraduationDo some students surprise you?
59
We Challenge Our StudentsMaybe the Challenge
Should be Elsewhere?Lets Shift the Focus!

• Do you know how you think and learn?
• Are you aware of Herrmanns 4 Quadrant Brain
  Learning Styles?
• Are you open to new ideas, or is your way always
  the best way?
• Take the Blinders Off!!!!!!!!!!
• I/We Challenge Students We Need to Challenge
  Ourselves!!!!
• Moving Beyond Critical Thinking!!!

60
A Problem Exists..

• Everyone thinks it is our nature to do so. But
  much of our thinking, left to itself, is biased,
  distorted, partial, uninformed or down-right
  prejudiced. Yet the quality of our life and that
  of what we produce, make, or build depends
  precisely on the quality of our thought. Shoddy
  thinking is costly, both in money and in quality
  of life. Excellence in thought, however, must be
  systematically cultivated.
• 2008 Foundation for Critical Thinking Press

61
What is Critical Thinking?

• Critical thinking is the art of analyzing and
  evaluating thinking with a view to improving it.
• 2008 Foundation for Critical Thinking
  Press

62
The Result

• A well cultivated critical thinker
• Raises vital questions and problems, formulating
  them clearly and precisely
• Gathers and assesses relevant information, using
  abstract ideas to interpret it effectively
• Comes to well-reasoned conclusions and solutions,
  testing them against relevant criteria and
  standards
• Thinks open-mindedly within alternative systems
  of thought, recognizing and assessing, as need
  be, their assumptions, implications, and
  practical consequences and
• Communicates effectively with others in figuring
  out solutions to complex problems.
• 2008 Foundation
  for Critical Thinking Press

63
In Short

• Critical thinking is..
• Self-directed, self-disciplined, self-monitored,
  and self-corrective thinking.

64
How can you use your learning experiences to
enhance your students?

• Do you like to learn by listening?
• Do you like to learn by seeing?
• Do you like to learn by doing?
• Can you teach beyond your learning style?

65
How do we learn? Triggers, Tricks, Rhymes,
Music, Acronyms, Repetition..

• Myotics
• Contract (action smaller smaller word)
• Mydriatics
• Dilate (action larger larger word)
• The problem the students looked at the wrong
  words (dilate/contract).my bad.

66
Hang in There Its About to Get Exciting!
67
Meta-cognitive Teaching and Learning

• What do we mean by Meta-?
• From the Greek Beyond, After, Adjacent
• Meta-knowledge is knowledge about a preselected
  knowledge
• Other Examples (the meta- prefix)
• Meta-data are data about data
• Meta-emotion is a persons emotion about his/her
  basic emotion
• Meta-memory is an individual's knowledge about
  whether or not they would remember something if
  they concentrated on recalling it.

68
What is metacognition?

• Recognition on the part of the learner that
  learning has taken place, or is taking place.
• It involves understanding and appreciating the
  factors that make learning possible and one's own
  strategies and processes of learning.

69
Where were You (or what were you doing) when This
Happened?
70
Why is metacognition so important?

• An exercise..

71
Monitor your thinking as you look at the next
slide.

• What do you see?
• Whats Happening?
• What is the Theme of this Picture?

72
(No Transcript)
73
Metacognition consists of two basic processes
occurring simultaneously

• monitoring your progress as one learns
• making changes and adapting strategies if one
  perceives confusion.
• (Winn, W. Snyder, D., 1998)

74
(No Transcript)
75
(No Transcript)
76
Metacognition and Study Strategies

• Research shows that explicitly teaching study
  strategies in content courses improves learning.
  (Commander Valeri-Gold, 2001 Ramp Guffey,
  1999 Chiang, 1998 El-Hindi, 1997 McKeachie,
  1988).
• Research also shows that few instructors
  explicitly teach study strategies they seem to
  assume that students have already learned them in
  high schoolbut they havent. (McKeachie, 1988).
• Rote memorization is the usual learning
  strategyand often the only strategyemployed by
  high school students when they go to college
  (Nist, 1993).

77
Continual Monitoring of Learning

• Students need to monitor their application of
  study strategies. Metacognitive awareness of
  their learning processes is as important as their
  monitoring of their learning of the course
  content. Metacognition includes goal setting,
  monitoring, self-assessing, and regulating during
  thinking and writing processes that is, when
  theyre studying and doing homework.
• An essential component of metacognition is
  employing study strategies to reach a goal,
  self-assessing ones effectiveness in reaching
  that goal, and then self-regulating in response
  to the self-assessment.

78
The On-going Metacognition Process
79
Why Are Metacognitive Strategies So Important?

• As students become more skilled at using
  metacognitive strategies, they gain confidence
  and become more independent as learners.
• Independence leads to ownership as student's
  realize they can pursue their own intellectual
  needs and discover a world of information at
  their fingertips.
• This is the Buy-In My Friends!

80
Enhancing the Students Metacognitive
AbilitiesAn Awareness of Three Kinds of Content
Knowledge

• Declarative factual information that one knows
  (spoken or written)
• Ex) knowing the formula for calculating momentum
  in a physics class (momentum mass times
  velocity).
• FACTS
• Procedural how to do something how to perform
  the steps in a process
• Ex) knowing the mass of an object and its rate of
  speed and how to do the calculation.
• STEPS
• Conditional knowledge about when to use a
  procedure, skill, or strategy and when not to use
  it why a procedure works and under what
  conditions and why one procedure is better than
  another
• Ex) recognizing that an exam word problem
  requires the calculation of momentum as part of
  its solution.
• BEST CHOICE

81
Metacognitive Strategies for Successful Learning

• Awareness
• Consciously identify what you already know
• Define the learning goal
• Consider your personal resources (e.g. textbooks,
  access to the library, access to a computer work
  station or a quiet study area)
• Consider the task requirements (essay test,
  multiple choice, etc.)
• Determine how your performance will be evaluated
• Consider your motivation level
• Determine your level of anxiety

82
Metacognitive Strategies for Successful Learning

• Planning
• Estimate the time required to complete the task
• Plan study time into your schedule and set
  priorities
• Make a checklist of what needs to happen when
• Organize materials
• Take the necessary steps to learn by using
  strategies like outlining, mnemonics,
  diagramming, etc.

83
Metacognitive Strategies for Successful Learning

• Monitoring and Reflection
• Reflect on the learning process, keeping track of
  what works and what doesn't work for you
• Monitor your own learning by questioning and
  self-testing
• Provide your own feedback
• Keep concentration and motivation high

84
Using Metacognitive Strategies to Study for an
Essay Exam
85
Get Students to Want to Explore!Maybe Pique
Their Interest in Some Way?How about, Did you
know..

• It takes food seven seconds to get from your
  mouth to your stomach.
• One human hair can support 6 lb.
• The average man's penis is three times the length
  of his thumb.
• Human femurs are stronger than concrete.
• A woman's heart beats faster than a man's.
• There are about one trillion bacteria on each of
  your feet.
• Women blink twice as often as men.
• The average person's skin weighs twice as much as
  the brain.
• Your body uses 300 muscles to balance itself when
  you are standing.
• If saliva cannot dissolve something, you cannot
  taste it.
• The human heart creates enough pressure when it
  pumpsout to the body to squirt blood 30 feet.  
• Banging your head against a wall uses 150
  calories anhour
• Women reading this will be finished now.
• Men who read this are probably still busy
  checking their thumbs.

86
As Educators, What Must We Do?

• The task of educators is to acknowledge,
  cultivate, exploit and enhance the metacognitive
  capabilities of all learners.

87
Encourage Metacognition

• Allow during each session for students to
  consider their thought process about the topic.
• End most sessions in metcognitive exercises
  builds habit

88
What should we do?

• Teach components of metacognition.
• Deepen student reflection through questioning.
• Structure metacognitive activities to match tone,
  motivation and needs of learners.
• Integrate assessment techniques to encourage
  reflection.

89
Big ideas

• Metacognition, or awareness of the process of
  learning, is a critical ingredient to successful
  learning.
• Metacognitive skills work best when they are
  overlearned and can operate unconsciously.

90
How do students know when they are
learning?During a Ureterolithotomy.

• The surgeon frees up and dissects around the
  ureter he is going to need to remove the stone,
  whats coming next?
• Even before he asks for it, you remember, he
  needs a Babcock clamp
• How did you remember (recall) this?
• Knew the clamp but couldnt remember the name
  knew its function (around a structure without
  occluding)
• Anticipated steps of the procedure
• Knew that this instrument is whats used
  proximally and distally to the stone prior to
  incising the ureter
• Lucky Guess? Memory? Repetition?
• In lab did word association taught yourself,
  Betty Babcock follows Bolder Blocking Bulge .

91
MetacognitionWhere were you when you first
heard the word Babcock Clamp? How long did it
take you to learn it, and its use? What did you
think about this clamp? What helped you to
remember its name? Where is it located on the
stringed instruments?

• Once again
• The task of educators is to acknowledge,
  cultivate, exploit, and enhance the metacognitive
  capabilities of all learners.
• Still not clear what this is?

92
Metacognition what is it?

• The recognition on the part of the learner that
  learning has taken place or is taking place.
• Making someone aware of how they learn.
• How you learn what you learn when you learn it.
• Active Learning to Active Thinking
• More indepth thinking about how you are thinking
  and how you are learning while you are thinking
  through processes and arriving at formidable
  solutions to problematic situations.
• Confused? Good. How about the following
• Meta-cognitive (Thinking above the Thinking)

93
Metacognition why?

• It makes greater learning possible.
• One can develop ones own strategies and
  processes for learning.
• Allows one to monitor ones progress while
  learning.
• Allows one to make changes and adapt strategies
  if some confusion is perceived.

94
Novice Learner vs Expert Learner

• Novice Learners don't stop to evaluate their
  comprehension of the material. They generally
  don't examine the quality of their work or stop
  to make revisions as they go along. Satisfied
  with just scratching the surface, novice learners
  don't attempt to examine a problem in depth. They
  don't make connections or see the relevance of
  the material in their lives.

95
Novice Learner vs Expert Learner

• Expert learners are "more aware than novices of
  when they need to check for errors, why they fail
  to comprehend, and how they need to redirect
  their efforts."
• (Ertmer, P.A. Newby, T.J., 1996)

96
Novice Learner vs Expert LearnerAn Example

• Take reading for example. We've all experienced
  the phenomenon of reading a page (or a whole
  chapter!) in a textbook and then realizing we
  haven't comprehended a single thing. A novice
  learner would go on to the next page, thinking
  that merely reading the words on a page is
  enough. An expert learner would re-read the page
  until the main concept is understood, or flag a
  difficult passage to ask for clarification from
  an instructor or peers later.

97
Any Tricks Up Your Sleeve?

• The colon bacillus, short, plump, gram negative,
  non-spore-forming motile bacilli almost
  constantly present in the the alimentary canal of
  humans..
• Using the Ricola Cough Drops Advertisement
• Eeeeeeeeeeeeee coli
• A medication antibacterial drug indicated for
  the prophylaxis of infection in patients
  undergoing uncontaminated GI surgery, vaginal or
  abdominal hysterectomies, or cesarean section.
  (cefoxitin)
• When the dog hunt was over, I put me fox in.
• Mefoxin

98
Think of this as above everything else Outside
looking In, relative to your cognitive abilities.

• Critical Thinking developing diverse thought
  processes to arrive at acceptable conclusions
• Creative Thinking expanding thought processes to
  find acceptable solutions beyond the expected
  norm
• Active Learning interpersonal interaction
  resulting in the gaining of knowledge
• Metacognition thinking about how you think of
  these things how you think and learn to think
  these ways

99
The student is directed to find X. Is this
wrong? It is creative!
100
Why the Metacognitive Approach?

• It allows you to appreciate the thought processes
  of others how the individuals thinking is
  influenced as they arrive at their specific
  perspective.
• We need New Learners for today and tomorrow to
  be able to think on their own, think in new ways,
  find new and different outcomes via new ways to
  think and learn.

101
Did the Student Follow Directions?
102
Why the Metacognitive Approach? To the Student

• You will eventually become more and more
  independent as learners as you learn and gain
  more confidence in your understanding on how you
  learn.
• You will be able to teach yourself Independence
  leads to ownership a must for the successful
  individual in our culture of life-long learning.

103
Why the Metacognitive Approach?

• It Takes the student to a higher level of
  thinking
• It Makes them think about their thinking and what
  helps them learn
• It allows both student and teacher the ability to
  expand their knowledge-base relative to pedagogy
  through creative intellectual interaction

104
Ready for Clinicals? Lets Do it!What I Tell My
Students REMEMBER

• NO PAIN - NO GAIN!!!
• So lets rack the Brain!!!
• YOU KNOW MORE THAN YOU THINK YOU KNOW.GIVE
  YOURSELF A CHANCE TO LEARN!
• Learn a little each day and build on it!!!
• Employ those things that help you to learn!!!
• When you learn something new, take note how you
  learned it build on it!!!
• You will begin to THINK LIKE A SURGEON
• I/WE ARE HERE TO HELP YOU TO BECOME SUCCESSFUL!
• But, YOU must put forth the Effort!
• Hard Skills Soft Skills Total Package (The
  CST Professional)

105
The Vision of Our Profession and of Self

• The first step toward creating an improved
  future is developing the ability to envision it.
  Vision will ignite the fire of passion that fuels
  our commitment to do whatever it takes to achieve
  excellence. Only vision allows us to transform
  dreams of greatness into the reality of
  achievement through human action. Vision has no
  boundaries and knows no limits. Our vision is
  what we become in life. Tony Dungy

106
Can we Envision Greatness for Our Profession?
Lets Use ALL the Tools!

• We have the Ability to do so!
• We have the knowledge, skills and domains.
• We have YOU, the Leaders of Today, Educating
  Health Care Professionals and the Leaders of
  Tomorrow!
• Let us BELIEVE in Ourselves and Create the Best
  for Our Students as we Explore and Expand into a
  New Tomorrow, as Integral Professionals in the
  Surgical Suite and Beyond!

107
The Challenge to You!

• I challenge you to challenge yourselves to become
  better instructors and help all students to
  become better learners, through your expanding
  teaching styles and exploring new approaches in
  the classroom, to assist ALL students in your
  charge to become self-initiated and
  self-motivated life-long learners.
• By getting the students to the level whereby they
  understand how best they learn, will influence
  them in reaching their maximum potential, and
  provide for them, the continued desire to learn.

108
New Ways to Learn and New Ways to Teach!

• I hope you have found this information to be
  useful/helpful.
• I hope I have made you look at things in a
  different way and I have peaked your interest in
  thinking differently or looking at things
  differently (Meta-cognition).
• If not.I am sorry.
• If you are thinking about how you think and
  learn, then you have become open to new ideas on
  how we might address future assessment practices,
  student learning and evaluation, and thus, making
  ANYTHING possible for a Brighter Future!

109
I Thank You!Find Some Time for Some R R For
Yourself!

• Joe Long CST/FAST/EdD
• Academic Team Leader
• Lansing Community College
• Lansing, Michigan
• longj9_at_lcc.edu

110
Big Brother?
111
Additional Resources Utilized

• Brown, A.L., Bransford, J.D., Ferrara, R.A.
  Campione, J.C. (1983). Learning, remembering, and
  understanding. In J.H. Flavell E.M. Markman,
  eds. Vol. 3, Handbook of child psychology
  cognitive development, 177-266. New York Wiley
• Ertmer, P.A. Newby, T.J. (1996). The expert
  learner strategic, self-regulated, and
  reflective. Instructional Science 24 1-24.
  Netherlands Kluwer Academic Publishers
• Grabinger, R.S. (1996). Rich environments for
  active learning. In D.H. Jonassen, ed. Handbook
  of research for educational communications and
  technology, 665-692. New York Simon Schuster
  Macmillan
• Ridley, D.S., Schutz, P.A., Glanz, R.S.
  Weinstein, C.E. (1992). Self-regulated learning
  the interactive influence of metacognitive
  awareness and goal-setting. Journal of
  Experimental Education 60 (4), 293-306.
• Winn, W. Snyder D. (1996). Cognitive
  perspectives in pyschology. In D.H. Jonassen, ed.
  Handbook of research for educational
  communications and technology, 112-142. New York
  Simon Schuster Macmillan