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I’m a teacher. Now what do I do? There are several ways to engage learners in the classroom. Here are a few ideas if you get stuck. Additional resources: ~Mia

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Dr. Margaret Dow, M.D., Assistant Professor of Obstetrics and Gynecology, Mayo Clinic College of Medicine discusses a quick and easy method of approaching clinical teaching - The One Minute Preceptor model.

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Do you know how to learn? Many people don't. Specifically, they don't know how to look inward to examine how they learn and to judge which methods are effective.

That's where metacognitive strategies come in. They are techniques that help people become more successful learners. Shouldn't this be a crucial goal of instructional design?

Improved metacognition can facilitate both formal and informal learning. It can improve the performance of new tasks on the job and help teams problem solve more effectively.

But let's start at the beginning. Here are some things learning professionals should know about metacognition.

What is metacognition?

1. Metacognition is often referred to as "thinking about thinking." But that's just a quick definition. Metacognition is a regulatory system that helps a person understand and control his or her own cognitive performance.

2. Metacognition allows people to take charge of their own learning. It involves awareness of how they learn, an evaluation of their learning needs, generating strategies to meet these needs and then implementing the strategies. (Hacker, 2009)

3. Learners often show an increase in self-confidence when they build metacognitive skills. Self-efficacy improves motivation as well as learning success.

4. Metacognitive skills are generally learned during a later stage of development. Metacognitive strategies can often (but not always) be stated by the individual who is using them.

5. For all age groups, metacognitive knowledge is crucial for efficient independent learning because it fosters forethought and self-reflection.

The Two Processes of Metacognition

Many theorists organize the skills of metacognition into two complementary processes that make it easier to understand and remember. According to theory, metacognition consists of: 1) the knowledge of cognition and 2) the regulation of cognition.

1. Knowledge of cognition has three components: knowledge of the factors that influence one's own performance; knowing different types of strategies to use for learning; knowing what strategy to use for a specific learning situation.

2. Regulation of cognition involves: setting goals and planning; monitoring and controlling learning; and evaluating one's own regulation (assessing results and strategies used).

Metacognition and Expertise

1. Many experts cannot explain the skills they use to elicit expert performance. This is considered tacit knowledge. (See Strategies for Tacit Knowledge Transfer.)

2. Metacognitive strategies often separate an expert from a novice. For example, experts are able to plan effectively on a global level at the start of a task-a novice won't see the big picture.

3. Some adults with expertise in one domain can transfer their metacognitive skills to learn more rapidly in another domain.

4. On the other hand, some adults do not spontaneously transfer metacognitive skills to new settings and thus, will need help doing so.

Examples of Metacognition Skills You May Use

Successful learners typically use metacognitive strategies whenever they learn. But they may fail to use the best strategy for each type of learning situation. Here are some metacognitive strategies that will sound familiar to you:

1. Knowing the limits of your own memory for a particular task and creating a means of external support.

2. Self-monitoring your learning strategy, such as concept mapping, and then adapting the strategy if it isn't effective.

3. Noticing whether you comprehend something you just read and then modifying your approach if you did not comprehend it.

4. Choosing to skim subheadings of unimportant information to get to the information you need.

5. Repeatedly rehearsing a skill in order to gain proficiency.

6. Periodically doing self-tests to see how well you learned something.

Metacognitive Strategies

Metacognitive strategies facilitate learning how to learn. You can incorporate these, as appropriate, into eLearning courses, social learning experiences, pre- and post-training activities and other formal or informal learning experiences.

1. Ask Questions. During formal courses and in post-training activities, ask questions that allow learners to reflect on their own learning processes and strategies. In collaborative learning, ask them to reflect on the role they play when problem solving in teams.

2. Foster Self-reflection. Emphasize the importance of personal reflection during and after learning experiences. Encourage learners to critically analyze their own assumptions and how this may have influenced their learning. (Read about transformative learning.)

3. Encourage Self-questioning. Foster independent learning by asking learners to generate their own questions and answer them to enhance comprehension. The questions can be related to meeting their personal goals

4. Teach Strategies Directly. Teach appropriate metacognitive strategies as a part of a training course.

5. Promote Autonomous Learning. When learners have some domain knowledge, encourage participation in challenging learning experiences. They will then be forced to construct their own metacognitive strategies.

6. Provide Access to Mentors. Many people learn best by interacting with peers who are slightly more advanced. Promote experiences where novices can observe the proficient use of a skill and then gain access to the metacognitive strategies of their mentors.

7. Solve Problems with a Team: Cooperative problem solving can enhance metacognitive strategies by discussing possible approaches with team members and learning from each other.

8. Think Aloud. Teach learners how to think aloud and report their thoughts while performing a difficult task. A knowledgeable partner can then point out errors in thinking or the individual can use this approach for increased self-awareness during learning. Another approach to thinking aloud is the working out loud approach. Listen to this interview with Jane Bozarth about working out loud.

9. Self-explanation. Self-explanation in writing or speaking can help learners improve their comprehension of a difficult subject.

10. Provide Opportunities for Making Errors. When learners are given the opportunity to make errors while in training, such as during simulations, it stimulates reflection on the causes of their errors.

In summary, metacognition is a set of skills that enable learners to become aware of how they learn and to evaluate and adapt these skills to become increasingly effective at learning. In a world that demands lifelong learning, providing people with new and improved metacognitive strategies is a gift that can last forever.
References:

1. Hacker, Douglas J., John Dunlosky and Arthur C. Graesser (Eds.). Handbook of Metacognition in Education, 2009.

2. Pashler, H. et al., Organizing instruction and study to improve student learning. IES practice guide, 2007. http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20072004.pdf

3. Smith, Cecil M. and Thomas Pourchot. Adult Learning and Development: Perspectives From Educational Psychology, 1998.

4. White, Barbara and John Frederiksen. A Theoretical Framework and Approach for Fostering Metacognitive Development. Educational Psychologist, 40(4), 211-223, 2005.

5. Wilson, Arthur L. and Elisabeth Hayes, Handbook of Adult and Continuing Education by American Association for Adult and Continuing Education.

6. Handbook of Metacognition in Education Douglas J. Hacker, John Dunlosky and Arthur C. Graesser (Eds.).

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Metacognition And Learning: Strategies For Instructional Design

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Do you know how to learn? Many people don't. Specifically, they don't know how to look inward to examine how they learn and to judge which methods are effective. That's where metacognitive strategies come in. They are techniques that help people become more successful learners. Shouldn't this be a crucial goal of instructional design?

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15 minute read

A concept map is a diagram or graphical tool that visually represents relationships between concepts and ideas. Most concept maps depict ideas as boxes or circles (also called nodes), which are structured hierarchically and connected with lines or arrows (also called arcs). These lines are labeled with linking words and phrases to help explain the connections between concepts.

Concept maps are also referred to as conceptual diagrams. While other types of diagrams may look similar, concept maps have specific characteristics differentiating them from other visual tools.

Concepts

Concepts are defined as "perceived regularities or patterns in events or objects, or records of events or objects, designated by a label" and are depicted as shapes in the diagram.

Linking words/phrases

Linking words or phrases are located on the lines connecting objects in a concept map, and these words describe the relationship between two concepts. They are as concise as possible and typically contain a verb. Examples include "causes," "includes" and "requires."

Propositional structure

Propositions are meaningful statements made up of two or more concepts connected with linking words. These statements are also known as semantic units or units of meaning. Concepts and propositions are the foundation for the creation of new knowledge in a domain. Essentially, a concept map visually conveys a set of propositions about a certain topic.

Hierarchical structure

A key element of the concept map is its hierarchical structure. The most general and inclusive concepts are positioned at the top of a concept map with the more specific and exclusive concepts arranged hierarchically below. As such, a concept map is designed to read from top to bottom.

Focus question

A focus question defines the issue or problem the concept map needs to solve. Developing a focus question allows you to design with a context in mind and thus helps guide and maintain the direction of your concept map. Within the hierarchical structure, the focus question should be at the very top of the concept map and serve as a reference point.

Parking lot

Before beginning your concept map, it can be helpful to come up with a list identifying the key concepts that need to be included. Establish a rank ordered list from the most general concept to the most specific. This list is referred to as a parking lot, as you will move the items into the map as you figure out where they fit in.

Cross-links

Cross-links are relationships between concepts in different domains of the concept map, allowing you to visualize how ideas within these different domains are connected. Both the cross-links and the hierarchical structure facilitate creative thinking, and these cross-links often indicate moments of creativity.

The brain processes visuals 60,000 times faster than it processes text. Designed as a tool to organize and represent knowledge, concept mapping can help you visualize relationships between various concepts and test your understanding of complex subjects. Thinking through and visually representing relationships between ideas forms mental connections that allow for better retention of knowledge. This diagram is a popular way to capture understanding of a topic for work, school, or personal study. It's used most frequently in academia, but the process can be easily applied to other fields.

Concept mapping offers benefits for any learning process:

Facilitates comprehension with its visual format

Synthesizes information by integrating new and old concepts to better grasp the big picture

Encourages brainstorming and high-level thinking

Fosters discovery of new concepts and their connections

Provides clear communication of complex ideas

Promotes collaborative learning

Sparks creativity

Snapshots your current knowledge to assess understanding

Identifies areas that need further knowledge or review

Concept maps are an optimal learning tool for students and educators, whether the contributors are enrolled in school, teaching or tutoring a subject, or developing new skills on their own. The process of connecting ideas in a tangible space can solidify your topical knowledge, as well as clarify which areas need a little work.

Making a concept map can be helpful when:

Presenting concise overviews of a field

Absorbing information while studying for an exam

Assessing a student's grasp of a particular topic

Consolidating knowledge during the learning process

Demonstrating an acceptable level of understanding on a subject

Defining knowledge that exists in your head but hasn't been formally documented

Concept maps are similar to other node-linking mapping methods such as topic maps or UML diagrams. However, concept maps differ due to their philosophical basis, which holds that concepts and propositions are the foundation of new knowledge and meaning.

Keep in mind that concept maps are not the same as mind maps, though they're frequently confused (see below for more details). Concept maps aren't the best tool for visualizing new ideas, organizing meetings, or managing tasks and projects. You may want to try mind maps or another type of diagram in these scenarios.

Many people have trouble telling concept maps and mind maps apart. Here's how to determine if you're dealing with a concept map or a mind map:

Concept maps

Are used to represent tacit knowledge, like an existing theory or concept. The ideas are usually generated externally.

Tend to represent academic knowledge, so their application is more formal.

Contain general knowledge near the top of the map, with related concepts arranged hierarchically below.

Show topics with cross-linking and multiple relationships.

Mind maps

Are used to flesh out a set of ideas, which are often generated internally.

Tend to represent a greater variety of tasks and concepts, so their application is more flexible.

Contain a single word, phrase, or image in the center of the map, with related ideas radiating outward in all directions.

Show topics with a single parent and several children.

Create a Concept Map

Concept mapping can be a powerful tool in the world of education, helping students to perform at higher cognitive levels and helping teachers to explain complicated subjects and assess student understanding.

Students can use concept mapping to:

Organize and structure new material

Increase learning by relating new and old knowledge

Map out relationships between things such as vocab words, characters in a story, events in history, etc.

Plan/outline writing projects

Design their own representations of knowledge

Brainstorm new ideas

Take notes

Create study guides

Design complex structures

Teachers can use concept mapping to:

Plan curriculum

Assess understanding or diagnose misunderstanding of students

Explain complex ideas

Assist struggling readers

As educators incorporate concept maps into their teaching methodology, they can provide aids to help facilitate the process for students:

Give a focus question to get the wheels turning.

Create a parking lot (list of key concepts) to help students determine what to include in their map.

Provide expert skeleton maps so students have a structure to follow. These are small concept maps started by an expert on the topic which students can then expand upon.

Concept maps are especially useful as evaluation tools. For example, instructors can have students create a concept map at the beginning of the semester to assess existing knowledge. Students can then repeat this activity throughout the semester so both students and teachers can evaluate what is being learned. It helps to assess cognitive ability, as deciding what cross-links are most important to include requires high cognitive performance. This activity can also be used to identify and remedy misconceptions students might have.

Research indicates that students working in small groups and cooperating while learning results in positive cognitive and affective outcomes. Concept mapping allows for this productive small group work among students and teachers in any subject matter.

While widely used in education, concept maps have expanded to the business world as well. Concept maps communicate ideas well and prompt intuitive visual thinking that aid business analysis. Concept mapping is a group process, making it an ideal activity for teams or groups of stakeholders, and it is especially when solving problems, whether they be in marketing, new product design or administration. They allow all organization members to evaluate where they are currently and where they would like to go, and they can be easily made and maintained by anyone, even the non-technical users.

Concept maps bring a creative and results-oriented approach known as design thinking to business. Within this approach, concept maps can be used for inspiration, ideation and implementation. These diagrams are excellent storytellers, helping in the ideation and inspiration phases. When it comes time for implementation, concept maps help with instruction, documentation and communication.

Experts within a company have a wealth of knowledge that has been compiled over the years, some of which they might not be able to communicate well to others. Nonaka and Takeuchi highlight the importance of documenting a corporate expert's knowledge in order to become "the knowledge creating company". The use of concept maps to record this valuable information is increasing in practice.

Concept mapping can serve a variety of purposes in a business organization:

Promoting company-wide understanding of business requirements

Spotting gaps and contradictions

Identifying complex relationships among ideas

Learning the "language" of a client

Establishing a consistent language for a project

Identifying potential requirements dependencies

Modeling inventory flows, cash flows, relationship flows, etc

Product development

Market analysis

Decision-making

Formulating research projects

Mapping team knowledge

Archiving expert knowledge

Creating a shared vision within a team or organization

Generating advance organizers

Training new employees

Software design

Ontology-building

Within the healthcare industry, concept mapping allows for prioritizing ideas, evaluating consensus, identifying gaps and creating improved action plans. It allows the various stakeholders of an organization to come together and formulate effective plans, as faculty are able to create a shared representation of the patient's condition and situation and determine the proper next steps.

Applications of concept mapping within healthcare include:

Organizing workloads

Prioritizing patient assignments

Critically thinking through abnormal assessments

Mapping out plans of care

Identifying relationships between symptoms

Revealing diagnosis

Training medical staff

Concept mapping as a method was developed by Joseph Novak and a team of researchers at Cornell University in the 1970's. Dr. Novak was searching for a new tool to describe explicit changes in children's conceptual understanding.

Both he and his colleagues at Cornell had studied psychologist Jean Piaget's theories on cognitive operational stages. Piaget and other experts assumed that children weren't capable of comprehending abstract concepts, like the nature of matter, before the age of 11. Dr. Novak decided to launch a research project that would observe minute changes in the way children learned new ideas. He was inspired by a theory from David Ausubel, a proponent of Piaget's theories. Ausubel wrote,

"If I had to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly" (Ausubel, 1968, p. vi)

With this idea as their guiding light, the Cornell team developed a new tool during their longitudinal study: the concept map. These maps were simple-just one or two words to represent the main idea, and lines showing linking words that created a meaningful statement. The most general concepts were grouped at the top of the map and the most specific ones at the bottom. Novak taught students to build concept maps to demonstrate their knowledge on focus questions such as "What is water".

The research team explained,

"We found that a 15- or 20-page interview transcript could be converted into a one-page concept map without losing essential concept and propositional meanings expressed by the interviewee. We soon realized this was a very powerful and concise knowledge representation tool, a tool that changed our research program from this point on."

Since 1972, concept mapping has become extremely popular, as specialists in fields from education to healthcare realize the unique benefits of this type of diagram.

Concept maps are based on Ausubel's Assimilation Theory and Novak's Theory of Learning, which discuss how people learn new information by incorporating new knowledge with knowledge they already posses. Novak stated,

"Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures."

Through meaningful learning, discussed more below, the integration of new concepts into our cognitive knowledge structure occurs through linking the new knowledge to concepts already understood. A concept map provides a visual demonstration of these relationships between concepts in our cognitive structure. The origin of concept maps stems is based in constructivism, which discusses how learners actively construct knowledge.

Physiological foundation

Children acquire concepts during the age of birth to three years as they start identifying labels or symbols for regularities they observe in the world around them. This early and autonomous learning is known as the discovery learning process. After age three, the reception learning process begins, where new meanings are formed by asking questions and understanding the relationships between old and new concepts-concepts are no longer defined by the learner but described by others and transferred to the learner.

In addition to exploring these two learning processes, Ausubel also differentiates between rote and meaningful learning. Rote learning occurs when there is little or no relevant knowledge to the new information being presented and no internal commitment to incorporate new and existing knowledge. As a result, information is easily forgotten. The cognitive structure is not enhanced to clear up faulty ideas.

Meaningful learning can only occur under the following three circumstances:

1. The new material being presented must be clear and relatable to the learner's prior knowledge. Concept maps are helpful here, as they identify general concepts held by the learner which can then be built upon.

2. The learner needs to possess relevant prior knowledge, especially when trying to comprehend detailed and specific knowledge in an area.

3. The first two conditions can be controlled directly by the instructor. However, the third cannot, as it requires that the learner choose to learn meaningfully. In other words, they make an effort to assimilate new and old information rather than just memorizing.

The distinction between rote and meaningful learning is a continuum, as individuals possess different amounts of relevant knowledge and different motivation levels for knowledge assimilation. Creativity is a a very high level of meaningful learning on this continuum.

Working and short-term memory are the most important for getting knowledge into long-term memory. Information is processed in the working memory through interaction with knowledge in long-term memory; however, the working memory can only process a small number of units at a time. However, if these units can be grouped together, it is much easily recalled. Organizing large amounts of information requires repetition between working memory and long-term memory. Concept mapping is powerful for meaningful learning because it acts as a template to help organize and structure knowledge, even though the structure must be built piece by piece with small units of interacting concepts and propositions. This process allows for the use of knowledge in new contexts and for increased retention. In addition, research shows that our brain prefers to organize information in the hierarchical structure characteristic of concept mapping.

Epistemological foundation

Epistemology is the branch of philosophy dealing with knowledge and new knowledge creation. There exists a growing consensus that new knowledge creation is a constructive process that involves our knowledge and our emotions. Novak believes that new knowledge creation is high meaningful learning by those with an organized knowledge structure on a certain topic and a strong motivation to find new meaning.

Concept maps are associated with constructivist theories of learning in which learners are active participants rather than passive recipients of knowledge. Learners must make an effort to bring new meaning to information they already know. Building concept maps is a creative process, as concepts and propositions are the foundation for knowledge in any domain.

Here are the basic steps in constructing a concept map. We have a much more detailed article with instructions on how to make a concept map step by step, if you're ready to learn more.

1. Identify the focus question or main topic-think about the problem or issue you want the concept map to resolve. This idea should connect to all others on your map and will guide the hierarchical structure.

2. Identify all the key concepts that relate to the main idea you identified. Order them with the most general concepts first and the more specific concepts last. This list is referred to as the parking lot.

3. Create a preliminary concept map linking the concepts together. Remember to add linking words or phrases on the lines to demonstrate how the concepts are related.

4. Add cross-links to connect concepts in different domains.

5. Continually revise your concept map as needed.

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Our concept mapping tutorial covers everything you need to know from definitions and key features to use cases and history. Learn about concept maps here.

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Voki | Speaking Characters For Education

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Voki is a fun tool that students can use for homework, classwork or projects. Customize their appearance and what they say, and share with others!

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powered by clearvantage association management software

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American Association of Colleges of Nursing (AACN) > Home

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The American Association of Colleges of Nursing (AACN) is the national voice for baccalaureate and graduate nursing education. AACN works to establish quality standards for nursing education; assists schools in implementing those standards; influences the nursing profession to improve health care; and promotes public support for professional nursing education, research, and practice.

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Top Nursing Education Conferences | Nursing Education Meetings | Nursing Education Events | Nursing Conferences | Germany | USA | Europe | Asia Pacific | Middle East | CNE Accredited | CPD

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Nursing Education Europe conference is going to be held in September 24-26, 2018 in Berlin, Germany, around the theme Current Challenges and Innovations in Nursing Education

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Sudden infant death syndrome (SIDS) - causes, symptoms, diagnosis, treatment, pathology

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The National Council of State Boards of Nursing (NCSBN) is a not-for-profit organization whose purpose is to provide an organization through which boards of nursing act and counsel together on matters of common interest and concern affecting the public health, safety and welfare, including the development of licensing examinations in nursing.

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Infographic Maker Trusted By 11 Million Users - Piktochart

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With Piktochart AI, you can create stunning infographics, reports, presentations, and more in seconds. No design experience needed. Start for free.

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This was made for med students and is a helpful overview of infant/toddler developmental milestones (reflexes, motor development, etc)

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Sudden Infant Death Syndrome (SIDS) | Children's Hospital of Philadelphia

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SIDS stands for sudden infant death syndrome. It is a leading cause of infant death in the U.S. The causes of SIDS are unknown, but researchers have learned more about factors that can put your baby at risk. Learn which ones parents can prevent.

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Centers for Disease Control and Prevention

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Skills such as taking a first step, smiling for the first time, and waving "bye bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move.

Click on the age of your child to see the milestones:

"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.
Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones.

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“learn the signs. act early.” milestones

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Developmental milestones are things most children can do by a certain age. Track your child's milestones and talk with your child's doctor at every visit about the milestones your child has reached

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List of all the features available for AnyFlip: creating, customization, publishing, share, editor, media embed, search.

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Neonatal reflexes | Behavior | MCAT | Khan Academy

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Prof Tech Education- Peninsula College (Simulation Library)

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Blood pressure range by age. Must know information for EMTs, RNs, LPNs, and CNAs!

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Interactive Art Activity

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Interactive Teaching Tip #2 - Picture Consequences

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Interactive author, Joanna Budden introduces 'picture consequences' a great way to inspire creativity in the English language classroom. Students take it in turns to draw parts of a person. Use the pictures made to practise describing people, revise clothes vocabulary or to create characters for role-plays.

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Pediatric Nursing Math Tips: Calculating Safe Dosages

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Luanne Livermore, RN, BSN giving her metrology review. This session is on calculating the safe dosages of medications for various sized infants and children. Revised on 14 December 2013.

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Teaching Tips Presentation

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Presentation tips for teachers (Never give a boring lecture again!) TEDxOsaka

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Create and share your own free customized motivational posters. Armed with a digital camera and that non-stop wit of yours, you now have the power to turn a simple photograph into a humorous or inspirational message. Print it, frame it! Make two-we know you've got hundreds of digital images and photos to spare!