Metacognitive Study Strategies for College Students

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Introduction

Learning is something that everyone is expected to be able to do; but very rarely does anyone sit us down and tell us how to learn. We may learn component skills that allow us to perform a task; for example, learning specific steps to perform a task or the parts of a paragraph or essay. These are steps toward producing a product; not actually learning and mastering knowledge.

Perhaps even more importantly; how do we decide what we need to learn and understand when and how we have learned it? How often, when faced with a new idea or a problem, do you sit down and think "What do I already know about this?" "What do I need to learn about this?" "How am I going to learn about this?"

This course has been designed with the new college student or at-risk college student in mind, with the goal of providing skills and strategies necessary for success both in college and on the job. Your natural talents and skills needed to succeed are there, this mini-course will help bring them to the surface and begin your process of developing and refining them.

Learning to learn from a metacognitive perspective will give you the ability to control and direct your learning experience and make more out of your courses. These skills will transfer into your workplace and give you the ability to assess and solve new problems efficently and dynamically. By learning to learn you are developing a powerful skill that can directly relate to academic and career success.

Throughout this mini course, you will have videos, readings and activities to work through on your own; as well as reflective journals and assignments to meet with various campus staff members to discuss your progress. You are in control of your own learning; but your advisor will be working with you along the way to coach you and assist you with any questions you have.

Through your journals and other activities, you will develop a Personal Learning Plan which will become a contract between you and the academic department to track and review your progress. Remember that while you are in control of the path you take from this point; you have several support systems available on campus: your advisor, the librarian, the learning center coordinator, your program director and the deans. Don't hesitate to ask for help at any point!

Lessons

Module 1: What is metacognition?

Module Objectives:

  • The learner will be able to identify and describe metacognition and metacognitive processes
  • The learner will demonstrate understanding of personality type and its effect on academic and career activities
  • The learner will begin the process of reflection on personal learning, motivation, and goals

Module 2: Learning styles and how to learn

Module Objectives:

  • The learner will be able to classify and describe different learning styles
  • The learner will verbalize and reflect on personal learning styles
  • The learner will connect learning style with productive and unproductive learning experiences
  • The learner will apply learning style information to coursework and evaluate its effectiveness

Module 3: Metacognitive Learning

Module Objectives:

  • The learner will investigate and identify a framework for approaching learning tasks metacognitively
  • The learner will identify and set goals using the SMART method
  • The learner will apply goals and metacognitive approaches to current coursework

Module 4: Metacognitive Strategies for Reading and Writing

Module Objectives:

  • The learner will investigate and identify approaches for increasing reading comprehension utilizing metacognition
  • The learner will review and demonstrate understanding of writing activities utilizing metacognition
  • The learner will employ and assess reading and writing strategies with current coursework

Module 5: Reflective Assessment

Module Objectives:

  • The learner will reflect on learning activities and how they can utilize what they have learned to be a more effective student and employee
  • The learner will assemble and draw conclusions from his/her personal learning plan



Go to Nicole Pierson's Portfolio Page for this project

Return to ETAP 623 Fall 2010 homepage