formerly of Mercer University (Georgia), 12 years
- Associate Professor of Chemistry (College of Liberal Arts)
- Director of 1st year liberal arts seminar
- Director of "Research that Reaches Out"
Clemson University, 2 years and counting
- Associate Dean (Engagement & General Education) - Division of Undergraduate Studies
- Associate Professor of Engineering & Science Education (College of Engineering, Computing & Applied Sciences)
I.) Vitamin T - Teaching Trifecta
What is the relationship between you, the "knowledge/skill" in your course, and the students?
Create a metaphor or analogy ("I am the __________, the content is the _________, and the students are the _____________.") Or draw a picture. Or freeform write. Or improv in your head, make an interpretive dance, whatever works for you!
II.) Inspirational Books on Metacognition & Critical Thinking
John Bean (2011). Engaging Ideas, 2nd edition.
Saundra Yancy McGuire (2015). Teach Students How to Learn. http://libcat.clemson.edu/record=b3619171
Gerald Graff & Cathy Birkenstein (2018). They Say/I Say, 4th edition. http://libcat.clemson.edu/record=b4014406
III.) WTL (Writing to Learn) Activities
Reading Guide: A reading guide is an assignment given to students prior to class to prepare for in-class discussion and/or examinination of a course text or key concept. It helps students to organize their thoughts and asks them to engage with material that they may give up on if not tasked with a writing-to-learn activity.
Double-Entry Journal: Asks students to annotate or take notes on a text on one side of a page and reflect and critique on the other.
IV.) Formative Assessments & Homework
Discussion: How to get students to DO their homework and LEARN FROM formative assignments? "Meta-homework": think, plan, act.
Critical thinking with paragraphical problem solving: This type of activity tries to confront the fact that some students want to memorize algorithms for certain types of problems rather than thinking through them. In a paragraphical problem solving approach, students are asked to write essays (i.e. - in paragraphs) on how to solve a problem, explaining why they took the steps they took. It forces students to slow down and practice metacognition.
Critical thinking with imitative problem solving: Students are provided an intentional scaffold to develop independence on certain types of problems. This is especially good for STEM problems. The process typically consist of four components: a.) Students first go through and annotate an example problem provided by the instructor. b.) They then get a half-solved problem of the same type and need to complete it. c.) They have a problem to solve on their own for homework. d.) They have an in-class quiz the next session on that type of problem.
V.) "These students are unmotivated!" versus "Imposter syndrome"
Imposter syndrome: pervasive feeling of self-doubt, insecurity, or fraudulent thinking, despite evidence to the contrary. It strikes smart, successful individuals and does not discriminate, although women and minority members often feel the effects more often.
Type 1: I'm a fake. Type 2: I got lucky. Type 3: Oh, this old thing?
"Imposter Syndrome Bingo" with the Chicken Dance: Take a card. Put a checkmark in every box if this describes you sometimes. (No names.) When the music plays, trade cards over & over. When it stops, sit down and add your own checkmarks to the ones put in by the card's previous owner.
VI.) What matters most in metacognition?
VII.) If Time: Helping Students Use Learning Outcomes to Prepare for Exams
Predict the Test: This activity is for anticipating the types of questions and content that will be asked on an upcoming test or evaluation, using the learning outcomes from the course or for the exam.
Giving students exam questions in advance: Why not?
VIII.) Wind down. Questions. Wrap-up of discussion.
Want to talk more about teaching and learning? I'd love to. - Bridget Trogden; Trogden@Clemson.edu
Credits:
Created with an image by Sergey Novikov - "Portrait of beautiful big lion at safari park"