Metacognition and Transfer - What Faculty Members Expect Their Students to Learn, but Never Teach
The session will introduce the terminology associated with metacognition and transfer of learning. Although faculty members are often unfamiliar with these terms, they are the basis for how many faculty members expect their students to learn and apply what they learn. Informally, metacognition occurs when students shift their thinking from the specific task on which they are working, e.g., solving a problem at the end of a chapter in textbook, to more general processes and ideas that are related to the specific task on which they are working. Students are working at more general level, or meta level, hence the term, metacognition. More detailed descriptions of metacognition and its application to instruction will be examined in the session. Further, the session address how faculty members can design their courses to improve the metacognitive abilities of their students. Transfer of learning is what all faculty members want, i.e., they want students to take the concepts and procedures that they learned in their courses and apply them to scenarios that are different that the scenarios used in their courses. Unfortunately, human beings, who have not focused on how to transfer their learning, are typically unskilled at transfer of learning. However, faculty members can design learning activities promote student development of transfer of learning. The session will introduce the research underlying these ideas and how faculty members can apply these ideas in teaching their courses.
Prof. Jeffrey E. Froyd
Director of Faculty and Organizational Development at Texas A&M University, Texas A&M University
University of Minnesota-Twin Cities Bryan/College Station, Texas Area
Wednesday, 17 January 2018
, From 10:00 a.m. - 4:00 p.m.
Institute of Leadership in Higher Education (ILHE), M25 - Ground Floor Room 013, Medical campus.
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