tag:blogger.com,1999:blog-5236798.post632351650108923298..comments2023-08-07T05:30:42.119-04:00Comments on Odds and Ends: What Can Metacogntive Tutoring Research Teach Textbook Publishers?Nick Carbonehttp://www.blogger.com/profile/13965878135277592695noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-5236798.post-69496574942758353792014-08-01T16:38:39.680-04:002014-08-01T16:38:39.680-04:00I'm not sure in every case. But imagine an iss...I'm not sure in every case. But imagine an issue that Geddes' project identified, say "Doesn't Know Hot to <br />Take Notes." Suppose that's identified as an issue for the student. So a unit might work like this: a learner is given a list of note-taking situations, maybe hearing a lecture, reading an article one has to summarize and respond to, exploring a spreadsheet for the correlation of data. <br /><br />The module for say notes on a lecture might begin with a self-assessment/reflection that ask students to recall prior lecture notetaking events, recalling how they did, what they remember being a challenge (keeping up, reading their notes accurately later, etc.).<br /><br />And they might be asked to choose one area to focus on as the prepare to take notes on some lectures that will be presented. There might be several recorded lectures, of different lengths and topics, and the student choose one. To simulate a live lecture setting, there might be no pause or back button on the recording; it will play through.<br /><br />The student can take notes and then depending upon the technology, submit them for review by an automated writing evaluation tool that can parse the notes for accuracy and give feedback. Or they might submit their notes and get feedback from another student who compares the submitted notes to expert notes. Or they might get posted and a tutor might come in.<br /><br />But there's feedback some how and a chance to try again. As the student gets better at note-taking, they might be given longer lectures to hear.<br /><br />For reading, they might be given interesting stuff to read using Fleisch-Kincaid other reading analysis tools to mark the complexity of the text. A student who says the follow basketball might get a local feature story of a player, and they might take a comprehension test and do well. But as they read more complex pieces, their comprehension might fall off, suggesting a tipping point where more practice might help.<br /><br />The software might say something like "the reading level you begin to struggle at is grade 11, a reading typical of many college textbooks. Based on your score, we recommend that you allow an extra half hour for reading for every 10 pages of assigned reading. Keep a dictionary handy and given the comprehension questions you got wrong, a good reading technique for you might to write a after every major section to use as a note taking technique. <br /><br />Then, form a reading study group with classmates and use your summaries to discuss the text and its key ideas and concepts. "<br /><br />Meanwhile, if the student does that for a few weeks, they might come back into the software and try another comprehension test and they might see that their skills have grown. And the formative feedback on the follow up analysis test might set new recommendations and reading goals. <br /><br />Reflection on their progress using likert scale/survey style questions and written reflections in a reading journal, which reflections might be discussed with fellow students working on reading or an academic coach would help.<br /><br />Anyway, those are some thoughts. Nick Carbonehttps://www.blogger.com/profile/13965878135277592695noreply@blogger.comtag:blogger.com,1999:blog-5236798.post-45319140406002359582014-08-01T12:05:04.826-04:002014-08-01T12:05:04.826-04:00Hi Nick,
I appreciated your thoughts and wanted ...Hi Nick, <br /><br />I appreciated your thoughts and wanted to understand more about your reflections regarding formative assessment that led into engaged learning through the use of a variety of prompts (last bigger paragraph). <br /><br />Specifically, what would these formative assessments look like? How would they be built in? You did a good job of explaining what the prompts would look like and how the students would benefit (i.e. prompting the students to reflect, to associate, to give the material further personal meaning, etc.), but assessment is key in this metacognitive tutoring model. I also think that corrective feedback is key as well and plays directly into assessment.Anonymoushttps://www.blogger.com/profile/14502247396723680098noreply@blogger.com