Tuesday, Nov 17, 2015
Leader: Karl Wirth, Macalester College
This event has already taken place. See the resources below.
Developing students' understanding of how they learn can empower students to take charge of their learning. This can help engage students with the course content, it promotes deeper learning, and fosters the development of expert learners.
- Define the terms "metacognition," "self-regulated learning," and motivation.
- Describe why self-regulated learning is critical for student success.
- Give examples of activities that target specific elements of metacognition and self-regulated learning in students.
- Analyze metacognitive activities in small groups and consider how to implement one for your InTeGrate module or course.
Time - 9:00 am PST | 10:00 am MST | 11:00 am CST | 12:00 pm EST
Duration - 1 hour
Format - Online web presentation via Adobe Connect web conference software with questions and discussion. Participants will receive an email with instructions detailing how to log into the event the day before the event.
Registration - Please register for this workshop by Monday, November 16, 2015 using the registration form.
Please email Monica Bruckner (mbruckne AT carleton.edu) if you have any questions about this event.
PresenterKarl Wirth 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 Resources
Watch the Screencast
- Metacognition webinar presentation slides (PowerPoint 2007 (.pptx) 8.5MB Nov16 15) from Karl's presentation
- Metacognition presentation handout (PowerPoint 2007 (.pptx) 550kB Nov16 15) (shortened version of the presentation slides)
AAC&U Report (2002) Greater Expectations: A new vision for learning as a nation goes to college
Savin-Baden and Major (2004) Foundations of Problem Based Learning Trilling and Fadel (2009) 21st Century Skills: Learning for Life in Our Times Bransford et al., National Academy Press (2000) How People Learn Brain, Mind, Experience, and School Pintrich (2002) The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing Ertmer and Newby (1996) The Expert Learner: Strategic, self-regulative, and reflective Schoenfeld (1987) What's all the Fuss about Metacognition? Dweck, Carol S. (2006) Mindset The New Psychology of Success GARNET Project Nuhfer (1993) Bottom-line disclosure and assessment: Teaching Professor, v. 7, no. 7, p. 8. Nuhfer (1996) The place of formative evaluations in assessment and ways to reap their benefits: Journal of Geoscience Education, v. 44, p. 385-394. Foundation for Critical Thinking (2007) Online Model for learning the Elements and Standards of Critical Thinking Achacoso (2004) Post-test analysis: A tool for developing students' metacognitive awareness and self-regulation Lovett (2008) Teaching Metacognition Presentation to the Educause Learning Initiative Annual Meeting, 29 January 2008. Zander and Zander (2000) The Art of Possibility Mezirow (1991) Transformative dimensions in adult learning Kember et al. (2000) Development of a Questionnaire to Measure the Level of Reflective Thinking
- The On Cutting Edge site on metacognition: The Role of Metacognition in Learning
- On the Cutting Edge Metacognition Workshop: This site has a lot of ideas and suggestions for geoscience instructors on how to implement metacognitive, or self-regulated learning, activities in courses. Individuals participating in the workshop, along with the conveners, all submitted short essays and activities/posters on what they are doing around the US to improve self-regulated learning in their students.
- Additional Resources from the June 2015 webinar on Metacognition, including the ScreenCast recording.