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Thursday, May 3, 2012

TLT-SWG May 3, 2012


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

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. "

  and Procedures in this Collection:
§ Interpreting the TTM - document for students explaining the TTM
"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 class
  By 2nd class, have them complete the RSPQ online or bring to class
  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)
   By the next class period following my feedback to them of their stage,
  the PLP is due
   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
6)  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
   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.  
  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 ("
By Occupy Wall Street [CC0], via Wikimedia Commons
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