What Do You Know Now?
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Feb 25, 2009
An opportunity to offer metacognitive teaching arises from the simple question "what do you know now that you didn't before (whatever)"? This simple question can be asked after a reading, a lecture, a lab or other unit of student activity. The thrust is to force the student to consider what they've been exposed to and reflect on what they've learned. Did the activity change their opinion? Did this activity help them identify an analogy?
Of course, having asked these questions it behooves us to challenge their self-assessment through a quiz or second activity. Having had their knowledge tested we can ask a second string of questions to see if they want to change their answer to "what do you know now." This approach can be illustrated by assigning the class to read a short section of their textbook or and article. The instructor would ask "what do you know now that you didn't before you read the section?" followed by a set of questions challenging the student to extend what they read to another situation. Reviewing the answer to that challenge the instructor would then ask the students to reflect on what they thought they knew and whether that helped them answer the second question. This presents a situation in which the instructor can then explicitly discuss strategies for adapting their learning to new situations.
The goal in this activity is to challenge students' overconfidence in their learning to motivate their reflection on their learning strategies.
Context for Use
This activity can be used as a "wrapper" with whatever granularity you choose. For example, you may use this activity around a content quiz asking the class to assess their perceived level of confidence prior to being tested on that content.
Description and Teaching Materials
- Select a concept with well-defined learning objectives.
- Conduct a 'mini-lecture'/lecture/activity on the concept.
- Pose a question like "How well do you think you could solve this problem on a quiz?" and record their pre-quiz responses (here's where use of technology like LectureTools is helpful).
- Present a content quiz/activity that requires them to understand the concept.
- Record how well they do on the quiz/actvity
- Plot pre-quiz estimates of understanding versus actual.
- Ask those who didn't do as well as the hoped to reflect and write down what they based their original answer on and how they need to adapt their knowledge.
Teaching Notes and Tips
Success can be measured by the degree to which the students' assessment of their pre-quiz perceived understanding more closely matches their actual level of understanding.