Metacognition means, simply, thinking about one’s thinking and realizing if you are comprehending what you are thinking. Modeling thinking is one metacognitive approach to instruction that Buehl (2014) found increases student’s abilities to transfer or adapt their learning to new informational contexts. To do this, instructors need to think aloud their approach to concepts and… Continue Reading Developing Metacognition by Modeling with Contextual Frameworks
Tag Archives | assessment
GoPRO’s serve many instructor and student needs Jason Slade has met the assessment challenge by using GoPRO’s (cameras that attach to your body) with his RAM120 robotics students. He has figured out all kinds of uses for the GoPro that help not only students but instructors as well. Check it out his Sharing Showcase video.… Continue Reading Sharing Showcase – Jason Slade Using GoPro’s
Thanks to all faculty who attended the January PD day on Monday. We hope the overview of Dee Fink’s significant learning model was useful and helps you feel ready to write or revise your outcomes as well as link your assessments to your outcomes. Here are a couple important points to remember: Your revised outcomes… Continue Reading January PD Day: Creating Significant Learning
A number of faculty gathered in the library on the last Thursday of the semester to pound out some final grading. Mark DeLonge and Ryan Bernstein were there to solve Moodle problems and Tina Ulrich helped with research questions. We broke up the grading with pizza, salad and periodic raffle drawings–maybe Lorissa Nelson will show you… Continue Reading The Long Night of Grading Got It Done!
This year’s Mid-Year Opening Conference and Professional Development Day will be January 9. During the professional development portion of the day, we will continue our focus on developing course outcomes with the goal of finalizing all course outlines by January 13. All courses outlines will be due to area chairs on January 13, and those… Continue Reading January Professional Development Day