Metacognition, Reflection and CHIP Submission Reminders

Dassit!

Dr. Gordon Wright
g.wright@gold.ac.uk

Mon 24 Mar, 2025

Today’s Lecture

  • Metacognition: Understanding the research
  • Reflection: Theory and practice in learning
  • CHIP Learning Log: Key requirements and success strategies
  • Q&A: Your questions answered

Part 1: Metacognition

What is Metacognition?

“Thinking about thinking”

  • Knowledge about cognition
  • Regulation of cognition
  • Self-awareness of learning processes

The Metacognitive Framework

Metacognitive Knowledge

  • Declarative knowledge (knowing what)
  • Procedural knowledge (knowing how)
  • Conditional knowledge (knowing when and why)

Metacognitive Regulation

  • Planning
  • Monitoring
  • Evaluating

Metacognition in Research

  • Nelson & Narens (1990): Model of metacognition with monitoring and control

  • Dunlosky & Metcalfe (2008): Metacognition in educational settings

  • Fleming & Dolan (2012): Neural basis of metacognition

Research indicates metacognitive awareness significantly improves learning outcomes

The Psychology Student as Metacognitive Practitioner

  • Self-questioning research methods
  • Evaluating theoretical frameworks
  • Recognizing cognitive biases in your thinking
  • Assessing the quality of evidence

Metacognition and Academic Success

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Students with strong metacognitive skills:

  • Plan more effectively
  • Monitor comprehension
  • Adjust strategies when needed
  • Reflect on performance

Research findings:

  • 40% variance in learning outcomes explained by metacognitive awareness (Veenman et al., 2006)
  • Improves transfer of knowledge to new contexts
  • Enhances critical thinking abilities

Part 2: Reflection in Learning

Theoretical Foundations of Reflection

Dewey (1933) - Reflection as purposeful, systematic thinking - Problem-solving approach

Schön (1983) - Reflection-in-action - Reflection-on-action

Kolb (1984): Experiential Learning Cycle - Concrete experience → Reflective observation → Abstract conceptualization → Active experimentation

Gibbs’ Reflective Cycle (1988)

flowchart TD
    A[Description\nWhat happened?] --> B[Feelings\nWhat were you thinking?]
    B --> C[Evaluation\nWhat was good/bad?]
    C --> D[Analysis\nWhat sense can you make?]
    D --> E[Conclusion\nWhat else could you have done?]
    E --> F[Action Plan\nIf it happened again, what would you do?]
    F --> A

Levels of Reflection

  1. Descriptive reflection - Reporting what happened
  2. Dialogic reflection - Exploring reasons and alternatives
  3. Critical reflection - Considering broader contexts and implications

For the CHIP Learning Log, aim for dialogic and critical reflection

Reflection vs. Academic Writing

Traditional Academic Writing - Third person - Objective tone - Focus on evidence - Literature-driven

Reflective Writing - First person (“I”) - Personal perspective - Experience integrated with evidence - Connection between self and theory

Part 3: CHIP Learning Log Requirements

Overview of CHIP Learning Log

  • Two reflective accounts (600 words each, not including references)
  • Focus on conceptual, historical, and integrative perspectives
  • Personal engagement with course topics
  • Critical thinking, not summarizing

“The reflections are not summaries of the material (at all - biggest error)”

First Reflective Account: Two Perspectives

Choose two perspectives from:

  • As a STUDENT of psychology
  • As a TRAINEE psychologist
  • In relation to a RESEARCH application
  • As a HISTORIAN of psychology
  • Reporting on the CULTURE or PRACTICE of psychology
  • As a critic or supporter of psychology’s status as a SCIENCE

Example Title and Structure (First Account)

Title: “Is Psychology a Science? From the perspectives of: STUDENT/FUTURE CLINICAL PSYCHOLOGIST”

Structure: - Introduction: Topic and perspectives - Main body: Explore each perspective - Conclusion: Key insights and implications

Second Reflective Account: Learning Journey

  • Starting point: Reading, TED Talk, cartoon, video, etc.
  • Document your exploration: How understanding evolved
  • Reflect on experience: Reactions, assumptions, emotions
  • Conclude: Key takeaways and discoveries

“This is easier if you actually do the thing.”

Key Success Strategies

  1. Start early - track interesting topics throughout the year
  2. Be authentic - use your actual voice and experiences
  3. Balance personal reflection with academic rigor
  4. Focus on depth rather than breadth
  5. Include relevant references and explain key terms
  6. Stay within the 600-word limit for each account

Common Pitfalls to Avoid

DON’T: - Summarize lecture content - Write generically without personal voice - Wait until the last minute - Exceed the word limit

DO: - Critically engage with ideas - Use “I” and personal experiences - Track interesting topics year-round - Be concise and focused

Tone and Style Guidelines

“I want to hear your voice, I want to hear your perspective. I want to see you write in a tone and style that helps convey your argument, it is an opportunity to ditch that weird passive voice and use”I”.”

But remember: “It is NOT an opportunity to be imprecise or write without sources, or to ignore the guidelines.”

Part 4: Metacognition in Practice

Metacognitive Strategies for Reflection

Before writing: - Knowledge activation - Goal setting - Strategy selection

During writing: - Comprehension monitoring - Clarity checking - Progress evaluation

After writing: - Performance assessment - Strategy effectiveness review - Future approach planning

Practical Exercise: Metacognitive Reflection

Take 3 minutes to reflect on:

  1. Your current understanding of a potential CHIP topic
  2. Gaps in your knowledge about this topic
  3. Strategies you could use to deepen your understanding
  4. How you might approach the reflection from two perspectives

Applying Metacognition to CHIP Success

  • Planning: Choose topics that genuinely interest you
  • Monitoring: Track your learning journey in real time
  • Evaluating: Assess your reflections against the criteria
  • Regulating: Adjust your approach based on feedback

Strategic metacognition will improve both your learning and your grades

Conclusion: Bringing It All Together

The Value of Metacognitive Reflection

  • Deepens learning beyond content knowledge
  • Develops critical professional skills
  • Creates connections between theory and practice
  • Enhances self-awareness as a learner and future psychologist

flowchart TD
    A[Experience] --> B[Reflection]
    B --> C[Metacognition]
    C --> D[Learning]
    D --> A

Timeline for CHIP Learning Log

  • Now: Begin tracking interesting topics and personal responses
  • Throughout the year: Collect starting points for your second reflection
  • After lectures: Note topics that resonate with you
  • Before submission: Review guidelines and check word count

Remember: “People usually wait until after they submit their Mini-Dissertation before starting thinking about this.”

Final Reminders

  • Two accounts, 600 words each (excluding references)
  • First account: Two perspectives on a course topic
  • Second account: Learning journey from a starting point
  • Balance personal voice with academic rigor
  • Previous high scores: 88 (worth double a Cognitive Essay!)

Q&A Session

Questions?

References

  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath & Co.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
  • Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. FEU.
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.

Research Methods Lecture 20