A tactic to actively promote metacognitive skills as learning strategies in classroom activities using LectureTools
Contributors: Perry Samson, Duncan Sibley, Christy Briles, Jason Mcgraw, Francis Jones and Simon Brassell
Developed at the 2008 workshop, The Role of Metacognition in Teaching Geoscience.
Course level: intro
Description of the metacognitive tactic:
Standard practice for use of LectureTools is augmented by pre- and post metacognitive questions as wrappers to classroom activity and discussion.
Goals for using this tactic
- Learning goals:
Encourage interactive questioning by students during class presentations, in particular explaining each of their answers in terms of Bloom's taxonomy.
- Self-regulation goals:
This tactic aids student recognition of the breadth of levels of learning.
How this tactic helps students meet that goal:
1. Students rank questions in terms of Bloom's taxonomy.
2. The questions are addresed through class discussion as normal.
3. They re-rank the question after it has been answered.
4. They explain their rationale for their ranking through a further submission to the system.
5. The activity concludes with discussion of the students' explanations.
Additional references or resources:
This tactic presumes prior discussion of Bloom's taxonomy.
Development of a Wrapper tool on the LectureTools website to support their use.
This tactic would also be applicable in upper level classes.