Author Archives: profvillatoro

Metacognitive Learning Strategies at Work

Referencing the course you previously mapped in chapter 4 and reviewing McGuires metacognitive learning strategies, what are the top two that you are currently using or will consider using in the fall. Provide one example of the learning strategies customized for your course. When you introduce this strategy to your students, will you refer to it as a study skill or metacognitive strategy? Why?   How can we use these learning strategies to meet our goal of increasing retention 5-10% starting in the fall?

Chapter Four – ABET and Blooms Taxonomy

How can we have a more in-depth approach to Bloom’s Taxonomy in our courses? All of our course syllabi include learning objectives that stem from the ABET driven program outcomes.  Refer to your syllabus and identify one learning objective that maps to Bloom’s Taxonomy. Share it with the group and reflect on the prompts below.

  1. After mapping your objectives to Blooms taxonomy, did anything surprise you?
  2. How could the use of Bloom’s model with your students promote independent learning?
  3. McGuire presents the Study Cycle, what is your reaction to it? Why?
  4. How are we going to meet our goal of increasing retention 5-10% starting in the fall?

For example, I have included a sample from two of my courses, CMCE 1115 and CMCE 4456.

CMCE 1115

ABET Program Outcome

  • an ability to apply a knowledge of mathematics, science, engineering, and technology to engineering technology problems that require limited application of principles but extensive practical knowledge (ABET Criterion 3.b)

Corresponding Level in Bloom’s Taxonomy

  • Applying.

CMCE 4456

ABET Program Outcome

  • an ability to select appropriate construction materials and practices (ABET Criterion 9.c)

Corresponding Level in Bloom’s Taxonomy

  • Evaluating.

Chapter 3

A few commonalities that came across in the posts from teaching and learning strategies include the ideas of student driven learning and accountability, assessment, application to practical examples, encouraging students to ask questions, and providing resources and examples that allow students to visualize the example.  As you are reading chapter 3, think about when you expect our students to become independent learners?  After you have done the reading, come back and post your answers to the following:

1.     Are your students at the associates or baccalaureate level?

2.     Do you use different teaching strategies for associate level students than for baccalaureate level students? Why or why not?

3.     What is metacognition and what concept from the chapter resonates with you and why? (identify the page number)

4.     What are other factors that might influence student learning?

5.     How can metacognition help us towards our goal of increasing retention 5-10% starting in the fall?

Sharing your thoughts about teaching and learning…

This page is where we can share our personal teaching experiences and thoughts or revelations we may come across in our growth as professors.  Many times I have felt frustrated because I cannot make every student understand and pass my class. I’ve worked on my classroom techniques and delivery yet every time I sit down to grade exams with optimism, I find have the typical 65 average and feel the frustration.   I am hopeful that perhaps metacognition is the key.  That I have been focused primarily on the teaching, not realizing that teaching is in fact only ½ of the equation.  I am enthusiastic about the potential impact that metacognition my have on my classes and hope to hear from you as we embark on this journey together.