Reflections on Metacognition as a Consistent Theme in Teaching and Learning Programs at IU Bloomington The Role of Metacognition in Teaching Geoscience Carleton College, Northfield, MN Thursday, 20 th November 2008 Simon Brassell Geological Sciences, Indiana University, Bloomington, IN

Scholarship of Teaching & Learning: SOTL presentations & funded programs: discussions, workshops, toolboxes - a forum for pedagogy and student learning Freshman Learning Program: FLP - a two-week workshop for tenured faculty on teaching strategies, with an emphasis on large introductory classes Campus Programs

Topics linked to Metacognition: How do Students use Textbooks? Jacobs: structured cooperative learning, and evaluation of textbook usage Dimensions of Teaching Bernstein: evidence of student learning documented using course portfolios How People Learn: Cognitive Psychology Bransford: flexibility and need for training SOTL - Presentations

Topics linked to Metacognition: The Study Study - A Student Survey Kurz & Perry: what IU students really do (or don’t) to support their learning Innovations in Testing - Team Exams Schlegel: group dynamics in project learning - individuals versus teams Collaborative Learning - Student Voice Duffy & Osman: valued practice but sharing opinions rather than reasoning SOTL - Presentations

Breadth of Approaches & Challenges: Understanding Context of Learning Student habits, activities, and perceptions Classroom Interventions & Assessments Impacts on learning - covert and overt Varied Learning Styles and Motivation Evolution from novice to expert Scaffolding to encourage thoughtfulness Necessity of Reflection for Deep Learning Metacognition

Engagement beyond Presentations: Course Portfolio Initiative Evidence and reflections on teaching for peer review (Pew project) Benchmark: snapshot of learning Enquiry: longitudinal studies focused on assessment of changes in student learning associated with a classroom intervention SOTL - Personal Role Self-Reflection “The fault, dear Brutus, lies not in our students, but in ourselves…”

Focus - Decoding the Disciplines: Misconceptions & Bottlenecks Identification of barriers to learning from both student and faculty perspectives Disciplinary Cultures Practices that define individual subjects - signature pedagogies, teacher expectations Modeling Expert Thinking Deconstructing tasks to identify discrete steps that can lead to understanding FLP - Components

Focus on Decoding the Disciplines: Practicing lessons with FLP Faculty Experience as a novice learner Motivation & Intellectual Development Development of activities that encourage students to adopt an expert approach Classroom Assessment Techniques Approaches to measuring student learning and encouraging self-recognition of conceptual understanding FLP - Components

Metacognition: A Critical Learning Tool Learner-Centered, Instructor-Facilitated Pathways for optimizing student reflection Evaluation and reinforcement of practices Pragmatism and Application Strategies for effective learning Assessment of development of new skills Inclusive and Pervasive Challenges Build scaffolding to develop and reinforce metacognitive skills across learning styles and throughout curricula Reflections