Workshop ProgramNote: This workshop has already taken place. Follow the links on this page to download the workshop presentations or see other workshop products and outcomes.
Jump down to Thursday afternoon : Friday morning : Friday afternoon
Wednesday, November 19
5:30-6:15 Opening remarks by Scott Bierman, Dean of the College and Cathy Manduca, Director of SERC; Icebreaker activity
7:30-8:15 Presentation by Karl Wirth, Macalester College: A Metacurriculum on Metacognition
Thursday, November 20
8:30-12:30 What is Metacognition? Teaching and Assessment Strategies
8:30-9:00 Goals for the day and introductions
9:00-10:00 Jenefer Husman, Arizona State University: Self-Regulation is More Than Metacognition talk and discussion
10:15-11:15 Tactics - talks including discussion of assessment
- Laura Wenk, Hampshire College: Teaching and Assessing Discipline-Independent and Discipline-Specific Metacognitive Skills (PowerPoint 263kB Nov20 08)
- Kaatje Kraft, Mesa Community College: Using Situated Metacognition to Enhance Student Understanding of the Nature of ScienceAudio file of student think-aloud (MP3 Audio 796kB Nov21 08) from Kaatje's presentation
- Jim McDougall, Tacoma Community College: Self Awareness of Learning Styles and Preferences with Highly Diverse Individuals and Groups at Community Colleges (PowerPoint 829kB Nov20 08)
11:15-11:45 Small groups brainstorm tactics (led by Jenefer Husman and Dave Mogk)
Goal: to discuss teaching tactics that lead to explicit instruction that supports students' metacognitive habits of mind and explicit engagement in Self-Regulated Learning.
- Consider the teaching tactics that have been described.
- Which ones do you use?
- What are the differences between the approaches described and the ways in which you use them?
- In what ways do you support metacognizers?
- How might you make your instruction more explicit?
- What might your students take away from that instruction?
Shout out a tactic and how you would make it explicit!
Which aspect of the cycle of Self-Regulated Learning does this tactic support?
- Goal Setting and Monitoring
- Strategy Implementation and Monitoring
- Strategic Outcome Strategic Planning
- Self-Evaluation and Monitoring
11:45-12:30 Small groups report out, whole group discussion, classifying tacticsView the results of this tactics discussion
2:00-6:00 The Impact of Groups and Background
2:00-3:30 Panel addresses challenges and tactics for different groups
- Saundra McGuire, Louisiana State University: Using Metacognition to Effect an Extreme Academic Makeover in Students
- 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
- Simon Brassell, Indiana University: Reflections on Metacognition as a Consistent Theme in Teaching and Learning Programs at IU Bloomington (PowerPoint 366kB Nov20 08)
- John Ottenhoff, Associated Colleges of the Midwest: Metacognition, Discussion Boards, and the Bard
3:45-5:00 Small groups develop tactics for different groups
5:00-6:00 Small groups report out, individual reflection, road check evaluation
- A scholarly approach to critical reading of geoscience literature
- Early Warning
- Using students' prior knowledge/experience as a foundation for a specific activity
- Clinical Interviews to Promote Metacognition
- Assessing making meaning in the introductory science course
- Interactive metacognitive learning wrapper
- A Gateway Metacognitive Tactic for "Busy" Faculty
6:00-7:30 Dinner on the Town
7:30 Poster Session
Friday, November 21
8:30-9:45 Shirley Yu, University of Houston: Teaching Cognitive Learning Strategies (PowerPoint 728kB Nov21 08) - talk and discussionSpreadsheet of results from the sentences activity (Excel 20kB Nov21 08)
9:45-10:30 Five-minute examples drawn from workshop participants
- Ron Narode, Portland State University: Teaching Metacognition with "Think-Aloud Pair Problem-Solving" [TAPPS]
- Dexter Perkins, University of North Dakota: Learning Journals and Self Reflections
- Sister Gertrude Hennessey: "Ground Zero" Having an Epistemological Stance: A Case for Utilizing Metaconceptual Knowing and Learning Strategies (PowerPoint 313kB Nov21 08)
- Peter Lea, Bowdoin College: Learning-Cycle Approach to Field Trips (PowerPoint 315kB Nov21 08)
- Merry Wilson, Scottsdale Community College: Well, Little Johnny....
- Perry Samson, University of Michigan: MegaCognition: Metacognition for Large Classes
12:30-4:00 Work Time
10:30-10:45 Break with posters
10:45-11:45 Small groups develop tactics for an assignment or activity
11:45-12:30 Brief comments from small groups; form plan for afternoon
- Use of Metacognitive wrappers for field experiences
- Knowledge Surveys
- Reflective Writing to Construct Meaning
- Think Aloud Pair Problem Solving for Geoscience Faculty Development
- Using a PBL (Problem Based Learning) Approach to Help Students Learn How Experts Solve Problems
- Metacognitive Learning Strategies in All Classes
- A tactic to actively promote metacognitive skills as learning strategies in classroom activities using LectureTools
- Air Quality Measurements and Potential Health Effects
4:00-6:00 Drawing Conclusions
- Metacognitive Learning Strategies in All Classes
- Making the "Black Box" Model More Transparent
- Research Agenda on Elucidation of the Metacognitive Strategies of Expert Geoscientists, or 'What on Earth are We Thinking?'
- Metacognitive Skills as Learning Strategies in Classroom Activities using LectureTools
- Toward Assessing Metacognition in Geoscience - with an Emphasis on the Field
- Exercises to Guide Students in Emulating How Experts Think When Solving Problems
- Lexicon of Terms and Definitions for Geoscientists
4:00-5:00 Report outs
5:00-5:30 Recommendations for the community
5:30-6:00 Development of personal reflections, action plans, and workshop evaluation
7:00 Closing Dinner