STEM Network
Reading Apprenticeship
Inquiry Questions
Using inquiry questions with students can provide the foundation for text based discussions that revolve around the inquiry process. How did the homework reading help to build answers for our inquiry questions?
How does metacognitive conversation advance content/conceptual learning?
How do we (formatively) assess where our students are and help them be ready to learn?
How do we construct high functioning active learning activities?
How do we assess student learning? What are we looking for?
It seems counterintuitive to allow students to struggle through, but the way that Lilit asked questions to students and prompted them to keep going allowed students to have the space to think through and find things themselves.
How do we assess students'' ability to use transferrable skills? Sometimes, if we assess based on student-reported abiity, they may report confidence in an area where the teacher knows that there is not ability.
-- Catherine
Chemistry
Real scaffolding is teaching them how to do push ups on their knees correctly so that they can get stronger and do the real push ups.
-- Rick
Math
Sometimes we are asking our students to do real push ups, but they don't have the strength to do real push ups yet. We have to help them gain the strength to get to real push ups?
-- Nika
We found some practical strategies for introducing and supporting metacognition (p. 67, 93, 105).
-- Richard
Math
It took a long time to become experts in our discipline, and we need to model that process to our students. Teaching students how to spend their time studying to promote deeper learning is an important step (p. 9 in article and p. 58).
-- Nick
We had an idea for a type of quiz that is a guided metacognition of the thinking process. Students switch quizzes and the instructor models the thinking process. Then the students review the quiz and go over the thought process. This way they can prepare the type of thinking that is needed on the test or other assessment.
-- Yu Chung
Math
Without metacognition, you may be confused but not motivated enough to clear that confusion.
-- Kelli Amaral
Math
In the class we need to build on student knowledge and bring them into new content.
