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 Metacognition: What is it and how do I do it?

What does self-regulated learning mean to you?

Goals of this session Define “metacognition” and self-regulated learning in a way that is useful for you Explore effective strategies for implementing metacognition into your teaching

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 Within InTeGrate modules 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 Self-regulated learning cycle Attitudes towards geoscience careers, sustainable behaviors, etc.

What can you do to support students’ self-regulation of their learning? Provide opportunities for students to self- evaluate 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 self- evaluate 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

What could you do in a… Large lecture course? Lab section? Seminar?