Metacognition Professional Development Webinar The webinar begins at

Metacognition Professional Development Webinar The webinar begins at: 9 am PST | 10 am MST | 11 am CST | 12 pm EST For audio, call: 1 -800 -704 -9804 (or 1 -404 -920 -6604 if you cannot use the toll free number) Access Code: 576 5 464 Press *6 to mute and unmute This work is supported by a National Science Foundation (NSF) collaboration between the Directorates for Education and Human Resources (EHR) and Geociences (GEO) under grant DUE - 1125331

Metacognition Webinar Leaders Josh Caulkins In. Te. Grate Assessment Team Anne Egger In. Te. Grate Materials Development Team Leader

From the materials design rubric: Learning activities develop student metacognition: The activities should provide opportunities for students to iterate and improve their understanding incrementally. Activities should include an appropriate balance of guidance versus exploration and opportunities for reflection, discussion, and synthesis. Students should be able to assess their own learning and confirm they are on the right track.

From you: • 2/7 of you are not familiar with terms like “metacognition”, or not sure if you are using these strategies or not • Some of you are already using some metacognitive strategies in your teaching, but all of you want to learn how to use them more effectively and how to motivate students • 2/9 of said you want to know specifically what is needed for your In. Te. Grate module

Goals of this webinar • Define “metacognition” in a way that is useful for you • Based on that definition, discuss what In. Te. Grate expects from you • Explore effective strategies for implementing metacognition into your materials

Metacognition Thinking about thinking • Learning about how people learn • Developing an awareness of one’s own learning process • Monitoring and assessing one’s own learning • Making adjustments to one’s learning process • Managing one’s motivation and attitudes

Metacognition What you need to worry about • Learning about how people learn • Developing an awareness of one’s own learning process Self-regulated learning • Monitoring and assessing cycle one’s own learning • Making adjustments to one’s learning process • Managing one’s motivation and attitudes Student attitude survey: Attitudes towards geoscience careers, sustainable behaviors, etc.

What can you do to support students’ self-regulation of their learning? • Provide opportunities for students to selfevaluate their own learning • Create an environment that fosters learning how to learn • Encourage behaviors that foster learning to learn Great! Um… how?

Opportunities for students to selfevaluate their learning Low effort (class/activity-level): • Think-Pair-Share • Retrieval practice Moderate effort (activity/unit-level): • Reflective Prompts • Exam Wrappers • Learning Journals Committed effort (course level): • Classroom notebook

Creating an environment that fosters learning to learn • Reward effort over ability (allow for revisions) • Encourage self-comparison over social comparison (use exam wrappers) • Model and provide graphic organizers and other organizational structures • Be explicit: spend time discussing how these activities help them learn

Encourage behaviors that foster learning to learn • Encourage questioning and help-seeking – Frequent use of think-pair-share – Frequent use of reflective questions • Encourage goal-setting – Proximal: exam or module wrappers – Distal: classroom journals • Be explicit: spend time discussing how these activities help them learn

Next steps • Resources for more information and specific activities posted on the website • An activity for us, now.