TLT-SWG May 3, 2012

TLT-SWG

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Tolman's Metacognitive Instruments re “Overcoming Student Resistance” to learner-centered methods #TLTGFrLv May 2, 2012 Posted: 02 May 2012 12:26 PM PDT Anton Tolman's   Metacognitive Instruments based on Transtheoretical Model of Change (TTM)   Oct-Dec 2011. Following excerpts are from "Read First: Explanation of Metacognitive Instruments for Helping   Students Become More Effective Learners" Anton Tolman,   Utah Valley University   "Transtheoretical Model of Change (TTM) as described by Prochaska and DiClemente.    This model describes three inter-related concepts:  Readiness to Change (the degree to which the person is ready to   adopt new behaviors and to make genuine changes in his/her life), Self-Efficacy (the set of beliefs of the person about their ability   or capacity to make a change) and Decisional Balance (the person’s own assessment of the benefits   and costs of making a change -- whether they feel inclined to approach or   avoid the change).  All three of these constructs are useful in   understanding student behavior and motivation in classes and their reactions   to active learning assignments and courses. " ..."Instruments   and Procedures in this Collection: § TTM-S Learning Survey (and Key) - Readiness to Change § TTM Study Survey (and Key)  § Interpreting the TTM - document for students explaining the TTM § Personal Learning Plan (PLP) Assignment Description § Decisional Balance - Students (and Key) § Self-Efficacy - Students (and Key) § Using Metacognitive Instruments in Class "The way I use these instruments in my classes is generally as follows: 1) First day of class, have them complete the   TTM-S either in class or online before class2)   By 2nd class, have them complete the RSPQ online or bring to class3)   Do NOT give the keys to the students; I quickly score their TTM Surveys and   let them know their stages usually via email or our course Learning   Management System (LMS)4)    By the next class period following my feedback to them of their stage,   the PLP is due5)    By the next class period after that, their LSSA1 is due; the LSSA2 is   due just after the mid-term exam, and the LSSA3 is due the week before class   ends6)  The week before class ends, I also ask   them to complete the TTM and RSPQ again and to reflect on how their scores   have changed (or not) since the start of the semester  "Note:    I have a specific course objective related to helping students to   become more effective learners, so we create time in class to discuss these   issues throughout the semester.  I generally grade the instruments as   complete or incomplete.  For the LSSA, full score is obtained if they   complete all items and questions and the reflections are genuine.  For   the PLP, score is based on if they complete all elements of the assignment   and due so honestly and with genuine reflection.    "I   have also included a document that describes the above procedure in this   collection called 'Using Metacognitive Instruments in Class'.”   IMAGE selected by Steve Gilbert 20120502 Photo of "Police trying to hold back barricades from the crowd." 1 January 2012, "Source Occupy Wall Street Facebook Page (https://fbcdn-sphotos-a.akamaihd.net/hphotos-ak-ash4/381472_261040913963890_217514361649879_729151_405588896_n.jpg)" http://upload.wikimedia.org/wikipedia/commons/4/40/Police_stuggle_with_barricades.jpg http://commons.wikimedia.org/wiki/File:Police_stuggle_with_barricades.jpg By Occupy Wall Street [CC0], via Wikimedia Commons "Licensing   This file is made available under the Creative Commons CC0 1.0 Universal Public Domain Dedication. The person who associated a work with this deed has dedicated the work to the public domain by waiving all of his or her rights to the work worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law. You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission."

TLT-SWG May 3, 2012