Date: Friday, March 24
Time: 10:00 a.m. (PT) / 1:00 p.m. (ET)
Many faculty feel that student engagement has been on the decline, particularly since COVID-19 disrupted learning for students across the globe. One aspect of this “learning loss” that has become evident is students’ difficulties with motivation and self-confidence as learners.
This session will explore this issue and examine how the Reading Apprenticeship framework can serve as a powerful roadmap for scaffolding students to learn how to be students again. Within that framework, we will look specifically at the power of metacognitive question-posing to drive students’ persistence with and processing of challenging texts.
What You Will Learn
Participants will:
- Build a deeper understanding of the importance of the social/personal dimensions to supporting the cognitive/knowledge dimensions and the goal of extensive reading
- Be placed back in the student’s seat to practice metacognitive question-posing with a challenging text
- Think differently about the types of texts they assign, how they assign them, and the importance of providing time in class to dive into texts before they are assigned for homework
Facilitator
- Laura Garofoli, Professor of Psychological Science, Fitchburg State University, Massachusetts