Introduction
In this unit, we build upon what we know about Information Processing and Cognitive Load Theories by examining the ways in which learners develop mastery. From the previous unit, you know that the human working memory is limited in its processing capacity and duration. In this unit, we will focus on how to foster learner mastery by focusing on the various metacognitive processes that are necessary for learning, and the ways in which these metacognitive processes can be fostered in learners. Metacognitive knowledge is one of the four different types of knowledge identified in Anderson and Krathwohl’s (2000) Taxonomy for Learning. Understanding how to foster metacognitive knowledge in learners is important for successful learning and to help students regulate their own learning. In addition to knowledge about metacognitive knowledge, understanding knowledge types is helpful in planning instruction. In order to plan instruction, clear learning objectives must be identified. These learning objectives should not only identify the content the learner is expected to know, but the cognitive processes involved.

Learning Objectives For This Unit
Describe the concept of mastery learning
Describe a number of learning strategies described in the readings that promote the storage and retrieval of information including examples of strategies for:
Selecting (helping the learner pay attention to relevant information)
Organizing (helping the learner build an organized structure for the material to be learned)
Integrating (helping the learner connect what is presented to what is learned)
Explain the differences between these types of memory strategies.
Understand the importance of metacognition in learning outcomes.
Explain the differences in knowledge types and cognitive dimensions and their importance in planning instruction.

Learning Strategies For This Unit
Review the slides before you start the readings. (HINT: print out the slides to write down notes as you read, relating the readings to the slides and write down questions about the material you want to ask in class.)
View the Voicethread lecture (write down questions about anything you do not understand).
Complete the readings in the order listed in the syllabus, writing down one or two sentences that synthesize the major ideas.


In-class Practice and Feedback
Application scenarios small group work
Work on individual gap analysis: What assumed causes does metacognitive research provide to understand your stakeholder’s performance gap? How can the principles of metacognitive research help close your stakeholder’s performance gap?


Advance Organizer For Next Class
Cognitive Theories 2: Application to Gap Analysis - diagnosing and solving knowledge gaps.
Please bring your laptops to class for in-class workshop.