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 > Think Aloud Pair Problem Solving for Geoscience Faculty Development
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Think Aloud Pair Problem Solving for Geoscience Faculty Development

Contributors: Ron Narode, Erin Peters, Helen King, Mimi Fuhrman, Annia Fayon, Kaatje Kraft
Developed at the 2008 workshop, The Role of Metacognition in Teaching Geoscience.

Course level: any

Description of the metacognitive tactic:
Asking a question that has multiple ways of expressing the answer. Answering this specific question would illustrate the use of 'multiple working hypotheses' technique and geoscientists' habits of mind, such as:

1. What caused the mass extinction at the Cretaceous-Tertiary boundary?
2. How do we know how old the earth is?
3. How do we know the continents have changed through time?
4. Why do we think the Grand Canyon sequence represents environmental change through time?
5. How do you explain the sequence of layers in the Grand Canyon?


Part 1 is described in the activity, Metacognition Training through Think-Aloud Pair Problem Solving [TAPPS]: Two Lessons about Rivers
Part 2. This involves a debriefing of the exercise to increase participant's awareness of what they have actually been doing. The facilitator needs to draw attention to the 'metacognizing' in the room.

As part of this exercise, faculty need to describe what it was like to be in each role - the problem solver and the listener.

Goals for using this tactic

How this tactic helps students meet that goal:
See descriptions above.

Additional references or resources:
Metacognitive Variables, Problems, and Solutions

See more examples of strategies for teaching metacognition


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