Hartman, H.J. (2001). Developing students’ metacognitive knowledge and skills. In H.J. Hartman (ed.), Metacognition in learning and instruction. Kluwer, 33-68. Academic Publishers: the Netherlands.

I like the models she proposes:
Executive management metacognition – plan, monitor and evaluate progress.
Strategic metacognitive knowledge – what (facts), when and why (context) and how (procedures).

These models would enable participants to use metacognitive strategies for the three tasks in their course. This would help them develop metacognitive control and knowledge and also reflect.

For each task participants will be asked to plan, monitor and evaluate their progress using self-questioning techniques and reflect using a blog.

Why do I like the models she proposes:
1. Discipline diverse – these models can be used in a number of disciplines as they relate to any type of learning. The examples in the chapter relate to reading, maths, science social studies, writing.

2. Self-questioning is used and this can be modelled to encourage learners to create their own questions. The answers of course are generated by the learner.

3. Critical thinking – the models encourage this and by scaffolding the learning, critical thinking questions can be developed by the students themselves.

I also like the components of the BACEIS model and the internal and external supersystems.B = behaviour
A = affect
C = cognition
E = environment
I = interacting
S = systems

The cognitive system includes metacognition plus critical thinking, creativity and learning strategies. It would make it too big a project I guess to also look at motivation, affective self-regulation and attitudes (affective system) which are also part of the internal supersystem.

The external supersystem includes culture and instructional techniques as well as teacher characteristics etc as influences on thinking but they are not really relevant for this project.

Source: ASIDE 2016

We just finished attending the New York College Learning Skills Association (NYCLSA) Symposium in Saratoga. We met impressive educators who shared their expertise and resources, and we presented “Design Gives Context To Content To Engage Learners.” The following is an excerpt of why we feel so passionate about this topic.

The harmony between form and function not only applies to design, but it also relates to the synergy between educator and learner. It supports both. Good design of information guides the attention of our students, creating a relationship between context and content. It allows for engagement without distraction.

Design Matters, because it can:

• Steer the eye of the viewer
• Remove the noise and congestion
• Separate ideas into succinct areas
• Create a consistency across materials
• Align information for clarity
• Establish a hierarchy of content
• Make information easier to navigate

Design plays an integral part in the skills of graphicacy, visual literacy, and visual thinking. If companies spend billions of dollars on advertising to grab our attention, it would make sense for educators to think about information design as well. With the growing industry of online learning, how we incorporate visual information makes a difference not only in the way a student engages with the content, but also how he or she comprehends the information over the long run.

Source: ASIDE 2016

Attention, comprehension, and retention, or “ARC,” are inextricably linked when the visual information is included in the overall design of content. It’s why people and kids remember commercial, jingles, logos, and brands. The connection increases engagement with the material, making it memorable. The more we incorporate these aspects into our teacher toolkit, as well as in the options that students have to deliver content, the deeper the link to the material.

Source: ASIDE 2016

Design can influence the perception of information, the visual communication, and the engagement with text. It enables learners to make associations, and it provides opportunities for greater understanding.

Source: DesignMantic (click for full-size image)

Students are producing more projects than ever before. The proliferation of visual apps and the access to easy tech tools have allowed learners to create all sorts of digital stories and custom graphics. Yet, as Marvel Comics teaches us, with great power comes great responsibility.

It is tempting to assume that because children are growing up in a visual world, they automatically know how to decode and encode optical inputs. This proficiency is known as graphicacy, which is the key to visual thinking in a differentiated classroom. If educators are going to ask students to design posters and slideshows, then they also need to guide young learners in the skills of effective design. Any teacher who has seen children layer neon pink fonts on top of vertiginous purple backgrounds knows that kids don’t innately grasp the keys to clean layouts.

Source: DesignMantic (click for full-size image)

The logo design firm DesignMantic has published a series of extremely helpful infographics to help budding artists generate successful visuals. Even though these placards are intended for marketing and business purposes, they perfectly suit the needs of teachers looking for classroom resources.

DesignMantic‘s graphic of the “15 Golden Principles Of Visual Hierarchy” marches through a framework for art and imagination. As the firm notes:

Source: DesignMantic (click for full-size image)

The company also offers a primer in “The 10 Commandments Of Visual Communication.” Much like its tenets for quality logos, these guidelines range from line and font choices to arrangement and sizing tips. In essence, it provides “a layperson’s handbook of visual communication.” It reminds us of similar advice from “The Design Of Project-Based Learning – Color Theory For Web 3.0.”