Dates: January 13 – February 9, 2020
Duration: 4 weeks
Credits: 1.5 CEUs
Price: US $175
In brief: Metacognition – the ability to think critically and reflectively about one’s own cognitive processes – is fundamental to the deep learning and learning transfer that educators seek to foster. It is also central to reflective teaching, through which educators continually learn from their teaching experiences and adapt their teaching. Course participants will explore metacognition as an integrated part of teaching and learning that encourages deeper and transferable student learning, as well as reflective teaching practice.
Metacognition – the ability to think critically and reflectively about one’s own cognitive processes – is fundamental to the deep learning and learning transfer that educators seek to foster. Through metacognitive activities, students can become more self-directed learners who are better able to transfer their learning to new contexts and experiences. Metacognition is also central to reflective teaching, through which educators continually learn from their teaching experiences and adapt their teaching in response to their pedagogical contexts, goals, and values.
Educational research indicates that individuals are far more likely to develop metacognitive thinking when it is taught explicitly and when it is promoted throughout curricula and other learning experiences. It can be challenging, however, to determine how to best foster student metacognition, while also covering certain content in a limited amount of instruction time. Reflecting on one’s own teaching is a similar challenge when managing time and workload. Responding this challenge, participants in this course will explore metacognition as an integrated part of teaching and learning that encourages deeper and transferable student learning, as well as reflective teaching practice.
- Week 1: Exploring the Role of Metacognition in Teaching and Learning
- Week 2: Connecting Educational Research and Teaching Strategies
- Week 3: Applying Metacognitive Principles to Instruction Planning
- Week 4: Extending Metacognitive Strategies and Tools
Course Learning Outcomes:
- Become familiar with educational research on metacognition and its value to deep and transferable learning,
- Recognize the connections between reflective teaching practice and fostering student metacognition.
- Reflect on the role of metacognition in your teaching practice.
- Explore and apply teaching strategies and tools that promote metacognition.
- Develop an instruction plan that fosters student metacognition.
Participants may register up through the first week of a course. Please email abaer at inquiringteachers dot com with the registrant name(s), email address(es), and the course in which they wish to enroll.
Within one business day you will receive a registration confirmation and payment information. Payments can be made with personal or institutional credit cards or PayPal. If your institution prefers to receive a billing statement or to make purchase order, please indicate this in your email message.
About Inquiring Teachers Courses
In a small online community participants learn about pedagogical theories and practices relevant to information literacy education, while also developing an instruction plan for their unique teaching contexts. Throughout these courses participants provide one another with feedback and receive individualized feedback from the instructor.
This professional development is unique in its emphasis on reflection and community and in its integration of learning research, accessible theory, and everyday teaching practice. To foster this environment, classes are small (no more than 15 people) and all participants are given ongoing personalized and detailed feedback. All courses are facilitated by educator and instruction librarian Andrea Baer, Ph.D.
(All Inquiring Teachers courses count as electives for the Certificate in Library Instruction from Library Juice Academy.)