Workshop Program

Note: 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

Show credits

Hide

Icebreaker activity at the opening reception. Photo by Carol Ormand.

5:30-6:15 Opening remarks by Scott Bierman, Dean of the College and Cathy Manduca, Director of SERC; Icebreaker activity 
6:15-7:30 Dinner 
7:30-8:15 Presentation by Karl Wirth, Macalester College: A Metacurriculum on Metacognition
8:15-8:45 Discussion 

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

Show related resources

Hide

 
SERC website on self-efficacy 
Frank Pajares' website on self-efficacy 
Guide to the measurement of self-efficacy (pdf file)

Show credits

Hide

Small groups discuss tactics for teaching Self-Regulated Learning. Photo by Carol Ormand.

10:00-10:15 Break 
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 Science

Audio 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)

Show instructions

Hide

Goal: to discuss teaching tactics that lead to explicit instruction that supports students' metacognitive habits of mind and explicit engagement in Self-Regulated Learning.

1. 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?
2. 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?

1. Goal Setting and Monitoring
2. Strategy Implementation and Monitoring
3. Strategic Outcome Strategic Planning
4. Self-Evaluation and Monitoring

11:45-12:30 Small groups report out, whole group discussion, classifying tactics

View the results of this tactics discussion

12:30-2:00 Lunch

Show credits

Hide

Conversation carries over into the break. Photo by Carol Ormand.

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

3:30-3:45 Break 

Show credits

Hide

Poster session. Photo by Carol Ormand.

3:45-5:00 Small groups develop tactics for different groups

• 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

5:00-6:00 Small groups report out, individual reflection, road check evaluation

6:00-7:30 Dinner on the Town

7:30 Poster Session

Friday, November 21 

Show credits

Hide

Listening to presentations. Photo by Carol Ormand.

8:30-9:45 Shirley Yu, University of Houston: Teaching Cognitive Learning Strategies (PowerPoint 728kB Nov21 08) - talk and discussion

Spreadsheet 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]

Show related resources

Hide

Doing Collaborative Learning: TAPPS

• Dexter Perkins, University of North Dakota: Learning Journals and Self Reflections

Show related resources

Hide

VARK Guide to Learning Styles

• 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

Show related resources

Hide

LectureTools

Show credits

Hide

Small group developing an activity. Photo by Carol Ormand.

10:30-10:45 Break with posters 

10:45-11:45 Small groups develop tactics for an assignment or activity

• 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

11:45-12:30 Brief comments from small groups; form plan for afternoon 

12:30-4:00 Work Time 

Show credits

Hide

Merry and Dave at work. Photo by Carol Ormand.

Projects:

• 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

4:00-6:00 Drawing Conclusions

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