Coaching Metacognition

1 2 3 4
WHAT is COACHING?
Types of instruction
WHY do we
need to coach
METACOGNITION?
HOW can we coach
METACOGNITION
effectively?
Intentional
Hidden Curricula
Web Literacy
Standards, Skills, and
Competencies
Showcase
UNL Blended courses
TEAC307
ENGL322
Resources
Link to Roz Hussin folder
https://drive.google.co
m/folderview?id=0B65
XgVipBfIFVDhUOExpejI
yLUU&usp=sharing
Link to main
colloquium folder
https://drive.google.co
m/folderview?id=0B65
XgVipBfIFN3FzdWNlazh
OU00&usp=sharing
Cycle of
Self-Directed Learning
Assess task, Evaluate
strengths/weaknesses
Plan execution/outcome
Apply strategies
Monitor performance
Reflect, Respond and
Reiterate

Blended & Online Learning Colloquium 2014:
Supporting Research-Based Instructional Strategies with Technology
Organized by the Office of Online & Distance Education, University of Nebraska–Lincoln
April 14, 2014 at the
Jackie Gaughan Multicultural Center, UNL City Campus
Research-based technology supported teaching and learning
in online and blended courses at UNL in the area of
Coaching Metacognition
Presented by Roz Hussin, Bill Lopez, Jane Hanson
http://go.unl.edu/colloquium2014rozhussin
The University of Nebraska-Lincoln is an equal opportunity educator and employer with a comprehensive plan for diversity.

1 2 3 4
WHAT is COACHING?

teaching
training
mentoring
monitoring
coaching

ching
Arranging conditions to bring about learning as
planned; changing the frequency of actions on a
relatively permanent basis given a set of conditions.
(Eshleman, 2001)
definition
te

Refers to the acquisition of knowledge, skills, and attitudes
as a result of the teaching of vocational or practical skills
and knowledge that relates to specific useful skills.
(Wikipedia, 2006)
definition
training

A form of teaching that includes walking alongside the
person you are teaching and inviting him or her to learn
from your example. Informal relationships develop
naturally between mentor and mentee, while formal
mentoring refers to assigned relationships, often
associated with organizational programs.
(Wikipedia, 2006)
ringment
definition

Encompasses supervising, observing, and testing activities
and appropriately reporting to responsible individuals;
Providing an ongoing verification of progress toward
achievement of objectives and goals; A frequent or
continuous process of checking that codes are consistently
being complied with. (CCC, 2005)
definition
m ringnit

http://decouplingblog.com/2009/07/chris-browns-apology-video-step-one-of-a-long-hard-road/
Coaching is a holistic developmental strategy that
enables people to meet their goals for improved
performance, growth or career enhancement
chingc
definition

Sophisticated form of teaching which
awareness
the learner‟s
achingc

engagement
venturing fearlessly into sensitive & dangerous subjects
achingc

systemic
achingc
Focuses on improving the effectiveness and survivability of a human system: usually a
couple, group, family, team or community. A systemic coach assesses a system's functioning
(systemic diagnosis) and goals (systemic goalwork) and coaches the members to develop an
interactive coaching plan to achieve both individual and systemic goals. This begins with dissolving
barriers between system members to enable resourceful communication on all aspects of the
system.
(Wikipedia, 2006)

(Vygotsky, 1978)
Jigsaw Method
Relay Method
J.I.T.Method (Just-In-Time)
SocialLearning

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WHY do we
need to coach
METACOGNITION?

Metacognition:
thinking about thinking
one of the highest levels of learning
ability to examine one's own thinking
processes and strategies; to consciously
reflect and act on the resulting
metacognitive knowledge to modify
those processes and strategies; a
metacognitive learner is in control of his
learning process and his future learning.
(Flavell,1976)
metacognition
achingc
(Hussin & Kim,2013)
https://drive.google.com/folderview?id=0B65XgVipBfIFX1AzZkN0NktRa1U&usp=sharing

…metacognitive… skills and habits
must be taught and reinforced through
thoughtful instruction… (it does)
not necessarily develop on its own…
instructors play a critical role…
Resource: pp. 188-216 (Ambrose et al, 2010)
Chapter 7 How do students become self-directed learners?
https://www.dropbox.com/s/y6qgp5zv6agcuil/07-Self-Directed-Learners.pdf
“
”

Isaac Newton
”
“An object at rest will remain at rest
acted upon
outside force
unless
by an

1 2 3 4
HOW can we coach
METACOGNITION
effectively?

(Vygotsky, 1978)
ZPDZone of Proximal Development

Give a man a fish and he will eat for a day.
Teach him how to fish and he will eat for a lifetime.
(Lao Tzu, circa 600 BC)
…But show him how to sell fish and he will eat steak.
(unknown)
“
”
Self-Determined Learning
Engaged Learning
http://go.unl.edu/snt2
http://go.unl.edu/59kk

Hase, S., & Keynton, C. (2001). From Andragogy to Heutagogy. Southern Cross University. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html
Garnett, F. (2013, March). The PAH Continuum: Pedagogy, Andragogy & Heutagogy. Heutagogy Community of Practice. Retrieved from
http://heutagogycop.wordpress.com/2013/03/04/the-pah-continuum-pedagogy-andragogy-heutagogy/
Knowles, M. (1970) The Modern Practice of Adult Education: Andragogy versus Pedagogy, Associated Press, New York.
Andragogy
Pedagogy
Heutagogy
(Self-Determined Learning)
(Self-Directed Learning)
(Engaged Learning)

T e c h n o l o g y B a s e d L e a r n i n g E n v i r o n m e n t ( T e B L E )
taskexecution
i n t e r p e r s o n a l r e l a t i o n s h i p
person A
as
instructor
Barriers
Aptitude,
attitude,
hierarchy,
personality,
age, race,
religion
person B
as
learner
giving
instruction
receiving
learning
On-Job
performance
by learner
Learningoutput
T e B L E c o m m u n i c a t i o n
ASK4HeLP intervention
ASK4HeLP(Hussin, 2004)
Acquisition of Skills and Knowledge for Humanistic e-Learning Protocols

smosislearningWhen immersed in a saturated context, absorption naturally occurs (Dutrochet,1847)
When immersed in a context which is saturated with learning opportunities, learners instinctively
“absorb” to equalize their level of “lacking knowledge” to that of “higher knowledge” (Hussin, 2004)
Rhizomatic
learning
(Cormier, 2008)

Connectivism
Community as Curriculum
Siemens proposed a new Connectivist “learning theory” (Siemens, 2005) ● Stephen Downes
and George Siemens offered first Massive Open Online Courses (MOOCs) in 2008 (Parry, 2010)
● First viral MOOC in 2011 by Sebastian Thrun and Peter Norvig recorded 160,000 students
(Leckart, 2012) ● New York Times declared 2012 “The Year of the MOOC” (Pappano, 2012)
”“
Cormier, D. (2013). Making the community the curriculum - Rhizomatic Learning in action. PressBooks.com. Retrieved from http://davecormier.pressbooks.com/
Downes, S. (2008, October 9). Connectivism and its Critics: What Connectivism Is Not ~ Stephen’s Web. Retrieved from http://www.downes.ca/post/53657
Leckart. (2012, March 20). The Stanford Education Experiment Could Change Higher Learning Forever. Wired Science. Retrieved August 20, 2013, from http://www.wired.com/wiredscience/2012/03/ff_aiclass/
Parry. (2010, August 29). Online, Bigger Classes May Be Better Classes. The Chronicle of Higher Education. Retrieved August 20, 2013, from http://chronicle.com/article/Open-Teaching-When-the/124170
Siemens, G. (2005, January). Connectivism: A Learning Theory for the Digital Age. Retrieved July 4, 2013, from http://www.itdl.org/journal/jan_05/article01.htm
Pappano. (2012, November 2). The Year of the MOOC. NY Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-
pace.html?pagewanted=all&_r=0
Rhizomatic
learning
(Cormier, 2008)

Apprenticeship Model
applied in context of
Rhizomatic Learning and
Community as Curriculum
(Cormier, 2008)

Roz Hussin
Instructional Design Technology Specialist,
Office of Online & Distance Education (ODE),
University of Nebraska-Lincoln (UNL), USA
Allison Hunt
Learning & Collaborative Technologies Support Specialist
Information Technology Systems (ITS), UNL
Tiered E-portfolio Apprenticeship Model
Nebraska Distance Learning Association
NDLA Spring Conference March 6-7, 2014
Holiday Inn Hotel, Lincoln, Nebraska
Stefan Schmid
Educational Technologist and Coordinator Management
Studies, Akademie Bayern, Germany

Designing a new online
Undergraduate Course
Apprenticeship
credit hours via
independent
study blended
Graduate Course
Internship
credit tuition
remission
Pilot involved four-way collaboration between the faculty of a graduate
course, a graduate student, the faculty of an undergraduate
course, and an instructional designer. The outcomes included a ready-
to-deploy online course design, employment-ready eportfolio and
blended professional development on-job training for the various
stakeholders.
Tiered E-portfolio Apprenticeship Model

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Intentional
Hidden Curricula

Online G+ discussion on Hidden Curricula - http://go.unl.edu/hiddencurricula
Overt (written) curriculum (Olivia, 1997) - intentional
instructional agenda of formal instruction
Hidden curriculum (Snyder, 1970) – unintended transmission
of norms, values, and beliefs conveyed in the classroom and
the social environment
Null curriculum (Eisner, 1985, 1994) - physically impossible to
teach everything, some people are empowered to make
conscious decisions as to what is to be included and what is to
be excluded from the overt (written) curriculum
Societal curriculum (Cortes, 1981) - socializing forces that
"educate" all of us throughout our lives
Concomitant curriculum (Wilson, 2004) - molded
behaviors sanctioned by family, church or other social
experiences
Rhetorical curriculum (Wilson, 2004) - resulting from
decisions based on national reports, ideas by policymakers or
professionals responsible for concept formation
Phantom curriculum (Wilson, 2004) - enculturation of
predominant meta-culture through media exposure
Internal curriculum (Wilson, 2004) - Processes, content,
knowledge, experiences and realities of the learner to create
new knowledge, unique to each student

Hidden
Hidden
Hidden
Hidden
Hidden
Online G+ discussion on Hidden Curricula - http://go.unl.edu/hiddencurricula
Overt (written)curriculum
(Olivia, 1997) - intentional planned instructional agenda
of formal instruction
Hiddencurriculum
(Snyder, 1970) – unintended transmission of
norms, values, and beliefs conveyed in the classroom
and the social environment
Earlier experimentation with purposeful Hidden Curricula:
Using Technology to Deliver Hidden Curricula: Reflections
from Action-Researchers on Nurturing Learner Readiness
(Salleh & Hussin, 2006)
Case studies on Learner Readiness and Prior Knowledge
Schema: Are we ready to "desire"? Or is free will an alien
schema in the local context? (Hussin & Raja, 2006)
Building Academic Systems of Instruction for Constructive
Sustainability in Corporate Social Responsibility in
Southeast Asia: “BASICS” in CSR (Hussin, Bustami &
Nasruddin, 2007)
Overt(written) curriculum

1 2 3 4
Web Literacy
Standards, Skills, and
Competencies

Reading
wRiting
aRithmetic
John Timbs. (1825). The three R’s – Reading Writing and Rithmetic: Speech by Sir William Curtis (1795) at a school dinner. The Mirror of Literature, Amusement, and Instruction, Volume 5. Retrieved from
http://books.google.com/books?id=tBc4AAAAYAAJ&pg=PA75&dq=%22reading,+writing+and+%27rithmetic%22&lr=&as_drrb_is=b&as_minm_is=1&as_miny_is=1000&as_maxm_is=1&as_maxy_is=1850&as_brr=4&ei
=IbHzSqLMKZXokATMprHKBQ#v=onepage&q=%22reading%2C%20writing%20and%20%27rithmetic%22&f=false
by Sir William Curtis (1795)
3R‟s

Respond(in context)
Reach(out to others)
Reiterate(to improve)
Reflect(on learning)
Research(for content)
5R‟s
Cultivating
Core
Connectivist
Competencies
Hussin, R., & Kim, P. (2013). Workshop on Open Ongoing Connectivist MOOCS. Retrieved July 30, 2013, from http://shell.venture-lab.org/wooc

Student
Link to Mozilla Web Literacy Standards
https://wiki.mozilla.org/Webmaker/WebLiteracyMap

Overt (written)curriculum
Course subject matter content:
Teaching Social Studies
Linguistics and Society
Hiddencurriculum
Embedded competencies:
Metacognition
Web Literacy

Google Drive
Create:
Folder
Document
Presentation
Spreadsheet
Form
Drawing
VideoNotes
popup menu

Using Google Apps as a Free LMS 2,638 members
https://plus.google.com/u/0/communities/110147344160609001644
Google+ Help 206,845 members
Google Apps for Education 32,225 members
Open Online Experience 123 members

1 2 3 4
Showcase
UNL Blended courses
TEAC307
ENGL322

Teaching Social Studies - TEAC307sp2014 78 members
Dr Bill Lopez @ Dr B-Lo

Linguistics and Society - ENGL322B 53 members
Dr Jane Hanson

2 3 41
Cycle of

Students’ beliefs
about intelligence
and learning
EVALUATE
strengths
and
weaknesses
PLAN
APPLY
strategies
MONITOR
performance
REFLECT
and adjust
if needed
ASSESS
the
task
Cycle of Self-Directed Learning
Resource: pp. 188-216 (Ambrose et al, 2010) Chapter 7 How do students become self-directed learners?
https://www.dropbox.com/s/y6qgp5zv6agcuil/07-Self-Directed-Learners.pdf

Recommended Strategies Implemented Pedagogy and Technology Tools
Check students‟ understanding of the task blogging culture on G+
Opportunities for self-assessment blogging culture on G+
Prompt student self-analysis blogging culture on G+
Modeling (Bandura, 1977) blogging culture on G+, leadership by example
Performance based assessment early on chunked small series of activities using iBook widgets
Design activities requiring reflection chunked small series of activities using iBook widgets
Guided self-assessments clearly defined activities
Students implement template plan clearly defined activities and suggested implementation tools
Scaffolding (Bruner, 1978) clearly defined activities and suggested implementation tools
Peer review discussion culture on G+
Planning is central goal of assignment Google Calendar, Google Docs, G+ discussions
Reflect and annotate own work Google Docs, Mozilla Popcorn video editor
Present multiple strategies open ended and suggested implementation tools
Address and broaden existing beliefs on learning prompting G+ comments, open sharing blogging on G+
Explicit instructions, criteria, expectations rubrics
Heuristics for self correction rubrics, prompting through G+ comments
Focus on strategizing rather than implementation rubrics, prompting through G+ comments
Help formulate realistic expectations and
overcome obstacles
rubrics, prompting through G+ comments
Students create own plan small group collaboration using Google Docs

2 3 41
Assess task, Evaluate
strengths/weaknesses
Plan execution/outcome

Blackboard
link to iBook
http://bookry.com/book/dr_blo/tssec-what-is-history-ch-1-and-2/

Short-term memory
can only hold ±7
chunks of
information.
George Miller (1956)
Cognitive Psychologist
“
”

Activity
chunking
and
scaffoldi
ng

Learning activities:
•Timed in-class
•Self-timed at home
•Asynchronous online
•Synchronous online
and/or F2F

Coordinated
hashtag #
coding G+
search system
#act221

https://plus.google.com/u/0/communities/115045200809735018977/stream/30ec1e94-4791-47e2-ad25-f114dc0b1dca
Hashtag #
coding G+
search system

Hashtag#
coding
G+ search
system

2 3 41
Apply strategies
Monitor performance

Article on “deep dive”
learning: „Binge Learning‟ is
Online Education‟s Killer App
(Eli Dourado, March 6, 2013)
http://theumlaut.com/2013/03/06/binge-learning-is-online-
educations-killer-app/
Discussion on immersion
learning: I‟m a twittering
twit of a twitter… I am
determined to learn this
thing called twitter
(Hussin, October 3, 2013 - ongoing)
https://plus.google.com/117219403239374562288/
posts/MzjteU1P6hN
http://i12lol.wordpress.com/2013/10/03/im-a-
twittering-twit-of-a-twitter/

Reflect and annotate own work
Example Open Tool – Mozilla Popcorn Maker
Insert text, images, or other widgets as
overlay on top of a YouTube Video

Varying types of self-directed
activities – multiple choice, video
review, text input

Uploaded iPhone
photo of “traditional”
3-ring binder college
ruled hand-written
sheet and images in
Google Photo Album
Learner Differences, Learning Styles, Varying Technology Competency Levels
Uploaded softcopy of
“traditional” Word
Processing document
and images in Google
Photo Album
Online “cloud”
Google Document
in table format and
images in Google
Photo Album
Online “cloud”
Google document
in table format
with integrated
embedded text
and images
Technology competency comfort level

2 3 41
Reflect, Respond and
Reiterate

Legend:
CI Class instructor
WC Whole class
IW Individual work
GW Group work & link to Whole class wiki
NG Blackboard wiki tool allows
version-grading & layered-grading
G1 Group 1
G2 Group 2
G3 Group 3
G4 Group 4
1 instructor feedback to class
2 instructor feedback to group
3 instructor feedback to individual
4 individual peer to peer feedback
5 group peer to peer feedback
6 whole class peer to peer feedback
CI
G1 G4
G2 G3
WC
1
2
3
4
5 6
Connectivism

Student post in G+
Assignment on
March 20, 2014
Comments from
classmates
https://plus.google.com/117298516962419493450/posts/CsWBcBc2Qqh

Link to blog –
assignment
Self-
assessment, reflec
tion and
metacognition
http://abilunas.wordpress.com/2014/03/21/social-justice-and-sustainability/

https://docs.google.com/document/d/1w45oI3dGKo6ibddQUVeMvQSCYoy1tHBJN5Tm4GwmrhQ/edit
Motivating and scaffolding
hands-on spontaneous
learning online synchronous
real-time collaboration

https://plus.google.com/117219403239374562288/posts/91HC6TQe388
Link to Gdrive
spreadsheet
grade – peer
to peer

https://drive.google.com/folderview?id=0B65XgVipBfIFeVZNQ1RlU2VzbzQ&usp=sharing
BB grade center – instructor to student
Gdrive spreadsheet grade – peer to peer

Blended & Online Learning Colloquium 2014:
Supporting Research-Based Instructional Strategies with Technology
Organized by the Office of Online & Distance Education, University of Nebraska–Lincoln
April 14, 2014 at the
Jackie Gaughan Multicultural Center, UNL City Campus
Research-based technology supported teaching and learning
in online and blended courses at UNL in the area of
Coaching Metacognition
Presented by Roz Hussin, Bill Lopez, Jane Hanson
http://go.unl.edu/colloquium2014rozhussin
Roz Hussin rozhussin@unl.edu
(402) 472-5464 http://online.unl.edu/
The University of Nebraska-Lincoln is an equal opportunity educator and employer with a comprehensive plan for diversity.

Coaching Metacognition

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