On the Cutting Edge - Professional Development for Geoscience Faculty
The Role of Metacognition in Teaching Geoscience
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Cutting Edge > Metacognition > Videos of Metacognition Presentations

Videos of Metacognition Presentations

Educators with experience in addressing metacognition in their geoscience courses attended the Workshop in 2008 to present their experiences and what they have learned from them. Click on the links below to see videos of these great presentations.

Keynotes

Opening Presentation:

Karl Wirth, Macalester College
Karl Wirth (Macalester College) - A Metacurriculum on Metacognition
Dr. Wirth lays out a groundwork for what we mean when we say "metacognition" as well as how he became interested in the subject and where what scholarship has been done on the subject from the standpoint of a geoscientist. His presentation lasts 52:03 minutes and is broken out over 3 clips.

First-Day Keynote

Jenefer Husman, ASU
Jenefer Husman (Arizona State University) - Self-Regulation is more than Metacognition
Dr. Husman spoke about metacognition from the standpoint of a cognitive scientist and with an eye towards providing a grounding in the jargon necessary to find more information on topics of interest to the participants. Her presentation lasts 57:20 minutes broken out over 4 clips.

Workshop Presentations

Tactics Talks

Kaatje Kraft, Mesa Community College
Kaatje Kraft (Mesa Community College) - Using Situated Metacognition to Enhance Student Understanding of the Nature of Science
Dr. Kraft spoke about how she has used metacognition with her students to improve their understanding of the Nature of science. Her intention is to illuminate the "scientific habit of mind" and at the same time help her students attain a firmer grasp on their own habits of mind. Her talk is 15:56 minutes long.

Panel Talks

Saundra McGuire, Louisiana State University
Saundra McGuire (Louisiana State University) - Using Metacognition to Effect an Extreme Academic Makeover in Students
Dr. McGuire shared insights from her work to improve students' metacognitive skills. Her results show that when students are thinking about their own thinking, they can reach much higher levels of proficiency. Her talk lasts 16:58 minutes.
Erin Peters, George Mason University
Erin Peters (George Mason University) - Pre-Service Teacher Lesson Planning Processes - The Use of Self-Regulation Training Models to Promote Explicit Metacognition of the Nature of Science
Dr. Peters discusses her use of metacognition with pre-service teachers who are themselves former scientists making a transition into the secondary classroom. Thinking about their thinking helps them connect with students for whom science doesn't come as easily. Her talk lasts 13:36 minutes.
John Ottenhoff, ACM
John Ottenhoff (Associated Colleges of the Midwest) - Discussing Metacognition: Metacognition, Discussion Boards, and the Bard
Dr. Ottenhoff discussed his own realizations of metacognition and serves more as a survey of what teachers and scholars should be thinking about rather than an exploration of the metacognitive activities he conducted in the classroom. His talk lasts 17:38 minutes.

"Five-Minute" Talks

Dexter Perkins, North Dakota State University
Dexter Perkins (University of North Dakota) - Learning Journals and Self-Reflections
Dr. Perkins describes his "co-curriculum" of metacognition and how he gets his students to use self-reflection as a tool to improve their learning. His talk lasts 5:30 minutes.
Merry Wilson, Scottsdale Community College
Merry Wilson (Scottsdale Community College) - "Well, Little Johnny..."
Dr. Wilson describes her use of "Little Johnny" moments in class to explicitly build up answers to student questions. The technique is a way of consciously working through a process of inquiry in order to move toward an answer to a novel question. Her talk lasts 3:49 minutes.
Perry Samson, University of Michigan
Perry Samson (University of Michigan) - MegaCognition: Metacognition for Large Classes
Dr. Samson's presentation is about scaling up the use of metacognition with hundreds of students. He describes his use of technology to help engage metacognition with such large audiences. His talk lasts 6:10 minutes.





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