On the Cutting Edge - Professional Development for Geoscience Faculty
The Role of Metacognition in Teaching Geoscience
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Cutting Edge > Metacognition > Strategies for Teaching Metacognition > Use of Metacognitive wrappers for field experiences
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Use of Metacognitive wrappers for field experiences

Contributors: Thomas Brown and Bill Rose
Developed at the 2008 workshop, The Role of Metacognition in Teaching Geoscience.

Course level: intro

Description of the metacognitive tactic:
Use of Blooms taxonomy levels as guide and wrapper for one day field experiences (expandable to many days)

Goals for using this tactic

How this tactic helps students meet that goal:
The awareness of Bloom levels of learning would be applied as a wrap to a day (or days) of field investigation. Use of field book (journal) would be routine to record lectures, data collections, data analysis, discussions and evaluations done at the field site, and students would be expected to be able to recognize, label and discuss the different learning levels. The field book could also be used to archive observational data or raw observations that can be retrieved. If this wrapping of Bloom levels were applied to many field days, the process and relationships will hopefully imprint on students.

See more examples of strategies for teaching metacognition


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