Tech EDGE Art TEAMS - Metacognition

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06/07/2023 Added

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Metacognition - Tech EDGE Art TEAMS

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[00:00:00.368](upbeat music)
[00:00:05.580]Hi, and welcome to the Art TEAMS podcast.
[00:00:08.460]Today we're gonna talk about metacognition.
[00:00:10.410]I'm Guy Trainin.
[00:00:11.243]I'm a professor at the University of Nebraska-Lincoln
[00:00:14.700]and the PI for the Art TEAMS project.
[00:00:17.550]And as I said, I want to talk about metacognition.
[00:00:20.760]Metacognition is thinking about thinking.
[00:00:23.460]We know that the ability to think about our own process
[00:00:29.250]and come to conclusion whether it works or doesn't,
[00:00:33.330]what about it works as a way to enhance learning
[00:00:36.750]is incredibly important.
[00:00:38.400]It helps us evaluate our abilities
[00:00:40.920]and also enables us to really grow.
[00:00:45.390]When we think about a world where knowledge
[00:00:48.480]is constantly changing, new tools are emerging,
[00:00:51.570]new processes and new capacities,
[00:00:54.600]you have to know how to learn.
[00:00:57.840]And that capacity of learning to learn
[00:01:00.000]or thinking about your own thinking,
[00:01:01.950]I know it sounds somewhat circular
[00:01:03.660]but it really is critically important.
[00:01:06.300]And so I really wanna talk about
[00:01:08.490]how do we do this in Art TEAMS.
[00:01:10.500]So in Art TEAMS, we have our creative journals
[00:01:15.180]and our creative journals are where we write things
[00:01:18.450]and we draw and create art.
[00:01:21.240]You can see that I have different things
[00:01:23.323]that I've created along the time.
[00:01:25.920]This is my own personal journal.
[00:01:28.290]And so this is the learning or the thinking that I am doing.
[00:01:35.220]And as I'm learning, I'm writing things down,
[00:01:37.770]I'm trying to connect them
[00:01:39.180]and to do interesting things in them.
[00:01:41.340]But as the process approaches the end
[00:01:44.340]or critical really stop points,
[00:01:47.790]the trick is to take our students
[00:01:50.400]to reflect on what they've learned and how they've learned.
[00:01:53.340]This is how we teach them to be metacognitive.
[00:01:56.220]Why? Because metacognition is hard.
[00:01:58.950]It requires serious effort
[00:02:01.560]because you have to stop what you're doing
[00:02:03.600]and the moving forward
[00:02:04.950]and really look back at what you've done,
[00:02:08.070]what you've learned and how you've learned it,
[00:02:09.810]and the turns that you've made in your learning,
[00:02:12.330]whether positive or negative.
[00:02:14.130]And so it's a way to reflect
[00:02:17.400]but it is very, very difficult.
[00:02:20.280]And we know that students and adults,
[00:02:23.100]everybody really in the world
[00:02:25.410]would rather do things that require less work, right?
[00:02:29.250]So the trick is, how do we get our students to do this?
[00:02:33.330]Just asking them is not enough.
[00:02:34.980]We have to create these stop points
[00:02:36.930]where we tell them we're now going to stop
[00:02:39.750]and then we have to come up with a procedure.
[00:02:42.450]A procedure we often use
[00:02:44.460]is actually giving our students sticky notes.
[00:02:47.340]And in the first phase of our sticky notes
[00:02:50.670]we ask them to look back at their learning
[00:02:53.550]and then look at what they've done
[00:02:56.250]and think about a few questions.
[00:02:58.980]And you can use sentence stems, you can use sentence frames.
[00:03:03.390]You can just create a series of questions
[00:03:07.440]that you want them to ask.
[00:03:09.570]And then they can use the sticky points
[00:03:12.750]to actually write out their answers or their thoughts
[00:03:16.020]or even their questions and stick them in the right place.
[00:03:19.410]So you're creating a second layer of learning
[00:03:22.071]on your journal.
[00:03:24.840]And so it starts having the second phase here
[00:03:29.370]where they're thinking about their process
[00:03:31.710]and they're actually attaching it to the same place.
[00:03:34.680]And physically, this allows them,
[00:03:37.350]first of all to create the connections
[00:03:39.090]and to keep seeing the connections
[00:03:41.040]and also to have the visual memory
[00:03:44.070]that is connected to this.
[00:03:45.450]Again, this one is a written prompt
[00:03:48.540]but you can just as easily have a sketch or a diagram
[00:03:54.390]or even a more robust physical product, whatever it may be
[00:03:59.310]that brings all that thinking together.
[00:04:02.250]And then you can keep layering and adding more notes
[00:04:08.910]that are really trying to see
[00:04:11.010]what did I learn about process,
[00:04:12.420]not just about this project specifically.
[00:04:14.910]So for example, in this project
[00:04:17.400]we thought about transformation.
[00:04:19.440]And my thoughts were,
[00:04:20.670]as I was listening to somebody else speak,
[00:04:23.340]I was collecting my thoughts.
[00:04:26.160]But now I'm thinking about what was happening to me?
[00:04:28.890]How was I able to capture the most important things
[00:04:32.460]and what was missing in what I've captured?
[00:04:34.380]So for example, I noticed that some of my notes
[00:04:37.170]are too sketchy, and when I go back to them
[00:04:39.930]I don't remember what I was thinking.
[00:04:42.120]So in my conclusion here
[00:04:44.850]as somebody who's being metacognitive,
[00:04:46.920]I'm thinking I need to elaborate a little bit more
[00:04:50.160]for next time.
[00:04:51.150]And so I'm sitting around and elaborating.
[00:04:53.820]The next layer after that
[00:04:55.800]can be other people reacting to your materials.
[00:04:59.640]So you have your own thinking,
[00:05:01.650]but through collaboration and feedback from other students
[00:05:05.520]or even instructors, you can actually have another layer
[00:05:10.200]of opportunities to think
[00:05:11.970]or to answer questions that others pose.
[00:05:14.790]So we can use that exhibition of learning
[00:05:19.920]in the middle.
[00:05:20.760]We talked about this in the previous episode.
[00:05:24.780]We send, you can use those exhibitions of learning
[00:05:27.330]so just to receive warm feedback
[00:05:28.980]but you can also use it as an opportunity to ask questions
[00:05:32.700]and to have the group around and reach your metacognition
[00:05:37.620]by challenging you to think about
[00:05:39.510]what worked and what didn't work.
[00:05:41.310]And this is a way, again, to enhance
[00:05:43.560]the capacity of some of our students
[00:05:45.180]who are having a hard time,
[00:05:47.070]especially initially to do this work
[00:05:50.280]because this isn't, again
[00:05:52.020]this is not something that comes naturally to us.
[00:05:54.420]This is something that we need to work on.
[00:05:56.580]And through the layering of our journals
[00:05:59.790]or if you're working with thinking walls,
[00:06:04.050]with the thinking walls, we can start peeling away
[00:06:08.340]at what does it mean to make metacognitive
[00:06:11.430]and making that part of every learning process.
[00:06:16.620]And in that way
[00:06:17.700]we can make our learners considerably stronger
[00:06:20.820]as they're trying to figure out
[00:06:22.500]how does knowledge build in this world
[00:06:24.900]where everything is accessible to us
[00:06:28.560]through the internet,
[00:06:29.760]where we have AI that can generate certain things
[00:06:32.670]and other aspects of learning that are emerging
[00:06:35.790]and we are grappling with.
[00:06:37.170]This gives all students the ability
[00:06:39.750]to create their own tools
[00:06:41.490]to deal with these new modes of learning.
[00:06:43.860]And that's it.
[00:06:44.693]This was a short explanation
[00:06:46.140]about how we work with metacognition.
[00:06:48.150]And I'll see you next time on Art TEAMS.
[00:06:50.523](bright upbeat music)

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Tech EDGE Art TEAMS - Metacognition

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