Activity 5: Asynchronous work - Promoting student metacognition and developing science identity
Due Date: Saturday, February 22
Summary
Goals:
- Explore resources on metacognition and share your responses
- Learn more about science identity and consider the implications for your work
- Consider how you might use what you learned in Activity 3, 4, and 5 in your courses, program, and/or department
Tasks:
1. Explore resources on metacognition (many choices to explore in ~45 minutes or so)
- Watch the video Think about Thinking - It's Metacognition! - A Conversation with Saundra McGuire (~5 minutes)
- Explore SAGE 2YC resources on Developing Self-Regulated Learners: Choosing and Using the Best Strategies for the Task
- Look at the Powerpoint presentation on metacognition by Saundra McGuire (PowerPoint 2007 (.pptx) 6.1MB Jun16 16) that some Change Agents have modified and used in their courses.
- Watch the video about Exam wrappers (~2 minutes)
- Read Promoting Student Metacognition by Kimberley Tanner (2012). CBE—Life Sciences Education v. 11, 113–120.
2. Post to discussion thread - Metacognition
Respond to this prompt on the Megacognition Discussion Thread below: Considering our discussion about metacognition in Activity 4, the videos, Self-Regulated Learner website, slides, Tanner's article, and/or other resources, write a response to ONE (1) or more of these questions.
- What is something you currently do to incorporate metacognition in your courses? Do you have evidence that indicate it's been successful? Any suggestions for others who might want to implement something similar?
- What are some (new) ways you might apply metacognition in one or more of your courses?
- What more do you want to know?
3. Explore resources on science identity
- Explore the SAGE 2YC resources on Developing Students Science Identity.
- Scan/read Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class by Jeffrey N. Schinske, Heather Perkins, Amanda Snyder, and Mary Wyer (2016) CBE Life Sciences Education, 15(3), ar47 (18 pages).
- Look at the geoscience scientist spotlights by Jeff Schinske (Microsoft Word 2007 (.docx) PRIVATE FILE 3.6MB Feb18 20) to see some specific examples. Then, look at these additional geoscientist career spotlights (PowerPoint 2007 (.pptx) 3.8MB Feb19 20) OR look for other similar resources in your discipline.
4. Post to discussion thread - Science identity
Respond to this prompt on the Science Identity Discussion Thread below: Answer ONE (1) or more of these questions:
- What new insight did you get from the resources on science identity?
- What have you done to build your students' science identity? Do you have another resource to share about this topic from your discipline?
- What questions do you have based on these resources?
- What might you apply and/or adapt in your teaching?
5. For you to consider- How will you use what you're learning?
Write your response to this question in your notes; this response is for you. What are key takeaways that you want to remember and consider when you develop your action plan for your courses, program, and/or department? How do you plan to use or apply what you have learned in Activity 3, 4, and 5 (active learning, reflective practice, metacognition, develop students' science identity)?
Resources
- On the Cutting Edge resources on The Role of Metacognition in Learning
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