The Academic Sustainability Gap

The Academic Sustainability Gap at Grossmont College

The Academic Sustainability Gap at Grossmont College

The Academic Sustainability Gap at Grossmont College

Beating the Odds: Becoming Innovative, Independent, Critical Thinkers

Reading Between the Lives I The Making Visible Project at Chabot College (18 minutes) As you watch the film, write down comments and/or situations to which you can relate.

What did you write down?

Our Goals: Recognize the need to read actively in college; define metacognition; describe how it is used by good readers; describe how lack of it creates poor readers; learn a way to be a strategic, reflective, and self-regulating reader—to read with a purpose; 5. learn a new strategy: the Metacognitive Journal/Reading Log.

Enter: The Metacognitive Dimension after or beyond “cognitive” mental process of knowing

METACOGNITION IS “THINKING ABOUT THINKING” They help you: be a person who has learned to learn; know the stages in the process of learning and understand your preferred approaches to it; identify and overcome blocks to learning so you can bring learning from academic to on-the-job/career situations.

Readers with poor metacognitive skills: often finish reading a passage without even knowing that they have not understood it; are unable to process and use what they have read; are unable to make adjustments in their learning processes and monitor their own learning; approach reading with a negative attitude; set themselves up to fail.

Don’t Fail: Set a Purpose Determine REAL reasons for college reading—ask good questions. Why am I reading this? What are my teacher’s expectations? More importantly, what are my expectations? Activate Prior Knowledge Preview the text (title, genre, length, structure) What do you know about the content and form? Learn to reflect as you read, in other words, to be metacognitive.

Read “The House” Underline what you think is most important.

Metacognitive Conversation Share what you were thinking with the person sitting next to you. Try to answer these questions: How was your thinking similar to or different from your partner? How did what you were thinking help you to understand what you were reading? Were there any “roadblocks”—places in the text where you got stuck? What did you do to get unstuck?

Read “The House” a Second Time Now read it like you are a burglar, and circle what is most important.

Metacognitive Conversation Share what you were thinking with the person sitting next to you. Try to answer these questions: How was your thinking similar to or different from your partner? How did what you were thinking help you to understand what you were reading? Were there any “roadblocks”—places in the text where you got stuck? What did you do to get unstuck?

Read “The House” a Third Time Now read it like you are a real-estate agent and draw a box around what is most important.

Metacognitive Conversation Share what you were thinking with the person sitting next to you. Try to answer these questions: How was your thinking similar to or different from your partner? How did what you were thinking help you to understand what you were reading? Were there any “roadblocks”—places in the text where you got stuck? What did you do to get unstuck?

Set Purpose for College Reading Why am I reading this? (search, skim, learn, integrate, write, critique, general information, etc.) Preview the text (title, author, genre, source of publication, structure, length). Activate prior knowledge. What does my teacher expect? Equally important: What do I expect?

Active Readers Make Reading Visible

What Is Metacognition?” by Michael E. Martinez

Thoughts, feelings, connections, questions. What are you thinking? Thoughts, feelings, connections, questions.