Section: Module 9: Metacognition, Problem Solving, and Pitfalls | CSCI6121: Secondary PSI Teaching Methods for Computer Science | NJCTL

Main course page

  • CSCI6301 Secondary PSI Teaching Methods for Computer Science

    Welcome to PSI Teaching Methods for Computer Science

    Teachers will learn how to use research-proven approaches to create a highly effective and welcoming learning environment for their students. Pedagogy topics include social constructivism; meta-cognition; differentiation; and remote learning. Policy topics include grading based on mastery; why homework should not be graded; and providing retests to encourage continuous improvement.

    Prerequisite: None

Module 8: Data Driven Decision Making
Module 10: Demonstrations and Labs

Module 9: Metacognition, Problem Solving, and Pitfalls

  • Module 9: Metacognition, Problem Solving, and Pitfalls


    Getting students to understand the metacognitive processes to use to approach science questions and math problems, is fundamental to their success. This module will discuss opportunities at which teachers can model these processes and how teachers can facilitate the use of these processes by students.

     This module’s short answer assignment asks you to think of your current classroom environment and rate the following on a scale of 1-5, with 5 being “daily throughout my lessons”:

    •    Model metacognitive thinking and strategies
    •    Encourage productive struggle
    •    Anticipate student misconceptions


    For each of the above, explain the rating you gave yourself and identify one strategy for each that you can implement to improve in each area. Short Answer Assignment responses should be at least 200-300 words. Refer to the Short Answer Assignment rubric for more information on the expectations of this assignment.

    1. Evaluate current use of modeling metacognitive strategies. 
    2. Develop strategies for increasing the frequency of modeling of metacognitive strategies, encouraging productive struggle, and anticipating student mistakes. 
    3. Choose specific targets in a lesson that are potential student pitfalls and explain how you will address them and model metacognitive strategies. 

    Required Readings:

    Chick, N. (2013). Metacognition. Vanderbilt University Center for Teaching. Retrieved [May 6, 2022] from https://cft.vanderbilt.edu/guides-sub-pages/metacognition/.

    Recommended Readings:

    DiBattista, D. (2008). Making the Most of Multiple-Choice Questions: Getting Beyond Remembering. Collected Essays on Learning and Teaching, 1, 119-122.

    Kassinger, A. (2014, June 6). Struggle is a natural part of learning. Washington Post. Retrieved fromhttps://www.washingtonpost.com/opinions/struggle-is-a-natural-part-of-learning/2014/06/06/70ddf0f8-e133-11e3-9743-bb9b59cde7b9_story.html

    Zepeda, C., Richey, J. E., Ronevich, P., &Nokes-Malach, T. J. (2015). Direct Instruction of Metacognition Benefits Adolescent Science Learning, Transfer, and Motivation: An In Vivo Study. Journal of Educational Psychology, 107(4), 954–970.

Module 8: Data Driven Decision Making
Module 10: Demonstrations and Labs