Pursuing an Academic Career Virtual Event Series
Learning to learn: What will they remember in five years?: February 15, 2012
Note: This webinar has already taken place. See the References, resources, and the presentation from this virtual event.
2 pm Eastern | 1 pm Central | 12 pm Mountain | 11 am Pacific (1 hr)
Leader: Karl Wirth, Macalester College
Registration deadline: February 8, 2012 - Registration is now closed.
In an increasingly complex and interconnected world, it is ever more important that students develop intellectual and practical skills for lifelong learning. This webinar provides an opportunity to learn how to help students develop these skills in ways that support the content goals of a course. During the webinar, we will have have time for reflections, questions, and discussion. We hope you will join us!
Goals for participants are to:
- understand the differences between novice and expert learners and problem-solvers
- learn about how student reflection can improve learning (and teaching) in your courses
- appraise various reflective activities (e.g., journals, "wrappers," and knowledge surveys) for helping students learn in your courses
Time - 2 pm Eastern | 1 pm Central | 12 pm Mountain | 11 am Pacific
Duration - 1 hour
Format - Online web presentation via Blackboard Collaborate web conference software with questions and discussion. Participants will receive an email with instructions detailing how to log into the event approximately one week prior to the event.
Registration - There is no registration fee, but registration is required to save a space. Space is limited to 80, so please be sure you can commit before registering. Registration closes when the spaces fill or February 8, 2012, whichever comes first. Please complete the registration form if you are interested and able to participate. Registration for this webinar has closed.
Please email Rachel Beane (rbeane AT bowdoin.edu) if you have any questions about this event or Monica Bruckner (mbruckne AT carleton.edu) if you have technical questions.
PresenterKarl Wirth ( This site may be offline. ) is an igneous petrologist, geochemist, and Associate Professor of Geology at Macalester College. His research interests are concerned primarily with the origins of igneous rocks and the chemical evolution of the Earth's crust and upper mantle. Karl is an expert on metacognition and student learning in the geosciences; he has presented several times on this topic at national GSA meetings and On the Cutting Edge workshops, as well as developed supporting web resources.
References and ResourcesWatch the Screencast (MP4 Video 90.3MB Feb16 12) of this event.
Learning to learn: What will they
- Metacognition model (Acrobat (PDF) 59kB Feb14 12)
- Reading reflection handout (Acrobat (PDF) 79kB Feb14 12)
- Critical Thinking Elements Handout from the Critical Thinking Foundation
- Exam Wrapper (Acrobat (PDF) 48kB Feb14 12)
Other related Resources:
- The Role of Metacognition in Teaching Geoscience - Metacognition is a critically important, yet often overlooked component of learning. Effective learning involves planning and goal-setting, monitoring one's progress, and adapting as needed. All of these activities are metacognitive in nature. By teaching students these skills - all of which can be learned - we can improve student learning. This series of pages offers information about how to teach metacognition as well as a collection of activities and links that incorporate metacognition into the classroom.
- Teaching activities that focus on or include the teaching of metacognitive skills.
- Strategies for teaching metacognition - developed by participants in the 2008 metacognition workshop.
- A Metacurriculum on Metacognition - a series of videos from Karl Wirth's opening keynote address at the 2008 workshop, The Role of Metacognition in Teaching Geoscience. In the video, Karl demonstrates examples of the exercises he uses with his students to engage the educator-participants to help them become more aware of their own thinking. You can also download his PowerPoint (PowerPoint 16.6MB May3 16).
- Teaching Metacognition in Large Classes - An essay, written by Perry Sampson, as part of the 2008 metacognition workshop.
- Learning About Thinking and Thinking About Learning: Metacognitive Knowledge and Skills for Intentional Learners - An essay, written by Karl Wirth, as part of the 2008 metacognition workshop.
- The Affective Domain in Teaching - The affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning. This series of pages provides background information about the affective domain, a literature review, information about motivating students, self-efficacy, immediacy, and teaching controversial topics, as well as a collection of assessment tools and activities that utilize the affective domain.