Wednesday, May 02, 2012

Tolman's Metacognitive Instruments re “Overcoming Student Resistance” to learner-centered methods #TLTGFrLv May 4, 2012

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:

"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
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