Thursday, March 01, 2012

Metacognition Session #1 Chat Transcript #TLTGoli 20120214

 Lucy MacDonald:Lucy MacDonald, online faculty at Florida State
College in Jacksonville. The college is in Jacksonville on the
Atlantic, while I am in Sarasota, on the gulf coast, some 500 miles
 John Zubizarreta:Hello, friends. Just letting you know that I'm logged in.
 David McCurry, TLT Group:Hi John.
 Steve Gilbert, TLT Group:Homebase Web page for this workshop:

David McCurry, TLT Group:Not hearing your voice yet. See the icon
active in the list though.
 Deborah Clemens, Excelsior College:Sounds good here.
 Deborah Clemens, Excelsior College:Exactly.
 Linda Nilson:Beautiful music!
 Lucy MacDonald:John, I am here too, but did a sound check earlier. So
I have muted my mike, when not speaking.
 David McCurry, TLT Group:Hi Saundra.
 Saundra McGuire:can you hear me?
 Lucy MacDonald:Welcome, Linda. Are you from Excelsior as well?
 Saundra McGuire:can you hear me now?
 David McCurry, TLT Group:Not yet.
 Lucy MacDonald:Yes.
 Linda Nilson:Yes
 Lucy MacDonald:Yes.
 Linda Nilson:Lucy, I'm from Clemson U.
 David McCurry, TLT Group:About 40 registered for this event.
 Linda Nilson:Hi Saundra!
 Lucy MacDonald:Great, Linda. I'm giving a keynote at Clemson on March 15th.
 Linda Nilson:Cloudy, cool, drizzly in South Carolina
 Jo Anne Zarowny:Hi, this is Jo Anne from Miami Dade College.  May I
assume that in the absence of a mic I may type a question or comment?
 Linda Nilson:Lucy , a keynote for what conference?  The one on reading?
 David McCurry, TLT Group:I will begin with an orientation to the
Adobe Connect environment in a couple of minutes, just before we begin
the session for today.
 Lucy MacDonald:Yes.
 Lucy MacDonald:Keynote for CRLA in Elaine Richardson's new Academic
Success building!
 Linda Nilson:I won't be there, unfortunately, because I'll be out of
town giving a workshop at another college.
 David McCurry, TLT Group:Yes
 Lucy MacDonald:College Reading and Learning Association. Sorry to miss you.
 Linda Nilson:Elaine is the greatest.  We've collaborated on things before.
 Lucy MacDonald:Linda, what is your discipline area?
 Linda Nilson:It used to be sociology, but I'm a full time faculty
development center director now and have been for over 20 years.
 Sharon Aronovitch:Hi eveeryone!
 Saundra McGuire:Hi Sharon!
 Lucy MacDonald:I teach an faculty development Institute each summer
at Texas State, San Marcos.
 David McCurry, TLT Group:Almost ready to begin.
 Deborah Clemens, Excelsior College 2:Hello everyone!
 Barbara Millis:Hi, Folks!  It is pleasant here.  70' and sunny in San Antonio.
 Steve Gilbert, TLT Group:Happy Valentine's Day!
 Deborah Clemens, Excelsior College 2:This is Frances Webb signing in
as Debbie Clemens.
 Saundra McGuire:Thanks, Frances.  I was wondering why there were two
Deborah Clemens's.  :-)
 Steve Gilbert, TLT Group:Frances Webb - thanks for honesty!   We're
learning more about the complexities of honesty and identity online!
We'll be extending our work on this within our work on "Ender's Test"
 Andrea Fernandez:Center for ACademic Excellence at North Carolina A&T
signing in!
 Steve Gilbert, TLT Group:Great to see some familiar names and some
new ones, too!  If you click on my valentine link here, you should get
to see an amusing image and NOT lose your connection to this event.
 Saundra McGuire:Hi Andrea!  Welcome!
 Lorette Calix:Lori Calix - SUNY/ESC International programs
 Betty Hurley-Dasgupta:Betty Hurley-Dasgupta and Susan Oaks from
Empire State College
 Barbara Millis:I am from the University of Texas at San Antonio. I
direct the Teaching and Learning Center.
 Angela White:Center for Academic Excellence at North Carolina A&T
State University
 Sharon Aronovitch:Excelsior College, Faculty/Program Director
Graduate Nursing Program
 nancy smulsky:Excelsior College School of Nursing
 Joanna Clark:Joanna Clark, Director of Dev Ed at Cisco College in Texas!
 Irina Ivliyeva, Missouri S&T:Good aftrenoon, everybody! Conry, Athens Ohio, Excelsior College,
School of Business and Technology
 Titilayo Evans:Hello Everyone! I am signing in from the Center for
Academic Excellence at North Carolina A&T State University.
 Steve Gilbert, TLT
 Steve Gilbert, TLT Group:Homebase Web Page for this workshop:
 Robin Dewald:Robin Dewald Faculty Program Director Graduate Nursing
 Steve Gilbert, TLT Group:But Lucy has lived and worked in several
different parts of the world - just returned from Australia
 Steve Gilbert, TLT Group:So, you can tell that this is NOT a question
because I didn't begin it with a "?"
 Deborah Clemens, Excelsior College:No
 Steve Gilbert, TLT Group:I'll be serving as Voice of the Chat - a
person who tries to pay attention to comments, questions in this text
chat area and pass them along to the presenters
 Joy Mark:didn't attend, but watched the archive
 Steve Gilbert, TLT Group:[Is that more like a reformed alcoholic or a
 Steve Gilbert, TLT Group:Metacognition:  thinking about your own
thinking;  aware of own mental activities
 John Zubizarreta:Yes, given our students' familiarity with vampires
and such, I always use the analogy of having a spirit self observing
yourself as you learn.
 Steve Gilbert, TLT Group:Heard a useful session about procrastination
at Lilly Greensboro last wekend.
 John Zubizarreta:Saundra's confession about FAE (probably all of us
have similar stories) has connections to Todd Rose's research on
"brain variability." Todd was a plenary speaker at Lilly-South last
weekend, and his web site is very useful.
 Andrea Fernandez:Review
 Paula C:@John - thanks for sharing that
 Irina Ivliyeva, Missouri S&T:They would do well,
 Lorette Calix:Lecture
 Angela White:gave answers to test
 Irina Ivliyeva, Missouri S&T:reading the notes / book
 Paula C:got a copy of the questions?
 Joanna Clark:read the test questions
 Irina Ivliyeva, Missouri S&T:REALLY?
 Angela White:D
 Andrea Fernandez:C
 Irina Ivliyeva, Missouri S&T:b
 Lorette Calix:the same
 Deborah Clemens, Excelsior College:They are reacting to the way K-12
is structured.
 Paula C:this is actually reassuring to see it's not just me (I?) who
have get these responses from students
 Irina Ivliyeva, Missouri S&T:Will you post think PP slides  on the web?
 Paula C:Carol Dweck? you said
 Joy Mark:yes
 Paula C:thank you - being greedy (I came late) will this be recorded?
 Irina Ivliyeva, Missouri S&T:Studying - from studdetnr's perspective
(time input)  learning - instructor's perspective (quiality)
 David McCurry, TLT Group:@Paula C, yes,
 Robin Dewald:studying helps one learn
 Paula C:studying on my own vs learning in class
 nancy smulsky:Learning can be transformed into real life situations
 Sharon Aronovitch:getting good grade on test
 David McCurry, TLT Group:The link to the recording will also be on
the home base web page for this workshop.
 Paula C:always looking for that A...  :-)
 John Zubizarreta:I hope all of us are picking up on how Saundra's
strategies for deeper learning involve focusing some attention on
learning itself, the process, and not necessarily spending ALL of our
time on content acquisition. That's a challenge!
 Paula C:@David - thanks
 Steve Gilbert, TLT Group:This session is being recorded and links to
that recording and slides and other resources mentioned will be avail
 nancy smulsky:John, accelerated online courses prohibits much of this.
 Andrea Fernandez:A
 Jo Anne Zarowny, Miami Dade College:b
 Paula C:the A
 Robin Dewald:Teach
 Lorette Calix:Teaching
 Alexandra Herb:B
 William Vilberg:B
 Steve Gilbert, TLT Group:JZ mentioned:  Open Resources - Brain
Matters Chapters;  L. Todd Rose, Harvard Graduate School of Education;
 Angela White:teach
 Sharon Aronovitch:teaching
 Kyle Songer:Teach to the class.
 Kyle Songer:Teach to the class.
 Juanita Painter:b
 Paula C:I was thinking students might think they would have lots of
notes in front of them - however, now that I think about it - looking
good in front of their peers
 Steve Gilbert, TLT Group:SM:   "I've got to really know it if I'm
going to teach it"
 Steve Gilbert, TLT Group:SM:  recommends strategy to students:
Practice TEACHING the material
 John Zubizarreta:I was always a "naturally" good writer, but I never
knew grammar until I had to teach it!
 Andrea Fernandez:I agree Paula. Also, students often seem so focused on grades.
 Steve Gilbert, TLT Group:SM:  train students in metacognitive
strategies, help them become more expert learners
 Andrea Fernandez:John, that was also my experience.
 Paula C:@John - agreed!!!!!  I tutor writing now and my ESL students
know all the terms - but not how to use them - yikes!!
 Kyle Songer:You are speaking a lot about strategies for students and
changing their methods.  Do you feel we also need to have a
conversation with administrators in K-12 and even colleges to re-align
their thinking to learning material instead of just reviewing?
 Paula C:was the workshop geared towards college students and adult learners?
 Steve Gilbert, TLT Group:? [from KyleS] You are speaking a lot about
strategies for students and changing their methods.  Do you feel we
also need to have a conversation with administrators in K-12 and even
colleges to re-align their thinking to learning material instead of
just reviewing?
 Paula C:great, thanks
 Kyle Songer:in other words setting up a learning environment where
learning is the focus.
 John Zubizarreta:?Hey, folks, are you noticing how Saundra is
MODELING reflective skills by showing us HOW she has changed practice
after analyzing and synthesizing information gathered through her
scholarship of teaching? Cool!
 Kyle Songer:States where standardized measurement tools are the
focus.... exactly (reacting to your response).
 Kyle Songer:I agree.
 Kyle Songer:bingo.
 Steve Gilbert, TLT Group:But even if "we" cannot take the time or
succeed in influencing pre-college to emphasize these strategies, we
can still help students gain them in college courses
 Kyle Songer:oh most certainly.
 John Zubizarreta:Take a look at the most recent issue of AAC&U's
Liberal Education with a focus on the so-called "completion agenda"
that seems to dominate education at all levels today. Intriguing.
 Steve Gilbert, TLT Group:   -  is the quality
such that many/most faculty would RECOMMEND it?
 Steve Gilbert, TLT Group:SM:  recommends providing students with more
effective learning strategies as better than using
 Steve Gilbert, TLT Group:45 Seconds - Go!
 Irina Ivliyeva, Missouri S&T:Michele DiPietro works in a similar
field of metacognition
 Betty Hurley-Dasgupta:44
 Betty Hurley-Dasgupta:My colleague, Susan says 46.
 Sharon Aronovitch:50
 Jo Anne Zarowny, Miami Dade College:50
 Joy Mark:50
 Paula C:I got 50
 Irina Ivliyeva, Missouri S&T:c
 Steve Gilbert, TLT Group:A
 Joy Mark:b
 Paula C:maybe 1
 Joanna Clark:c
 Jo Anne Zarowny, Miami Dade College:b
 Lorette Calix:b
 Betty Hurley-Dasgupta:A
 John Zubizarreta:Oh, oh, oops!
 Juanita Painter:Valentin'e Day, Elephant, Football,
 Juanita Painter:etc
 Irina Ivliyeva, Missouri S&T:short term memory... ha ha
 William Vilberg:Words? There were words?
 Sharon Aronovitch:B
 Deborah Clemens, Excelsior College:E
 Deborah Clemens, Excelsior College:no
 Irina Ivliyeva, Missouri S&T:No
 John Zubizarreta:There's medication for you all, you know! order
 Sharon Aronovitch:numbers
 Steve Gilbert, TLT Group:45 Seconds Go!
 Irina Ivliyeva, Missouri S&T:1-115
 Jo Anne Zarowny, Miami Dade College:e
 Linda Nilson:e
 Joy Mark:e
 Eric:Miller published a study on majic number 7, research shows when
an individual is encouraged to apply categories recognition and recall
 Irina Ivliyeva, Missouri S&T:d
 Lorette Calix:d
 Betty Hurley-Dasgupta:E
 Joanna Clark:d
 Paula C:c
 Juanita Painter:d
 John Zubizarreta:Ah, much better. I guess I don't need that
medication, after all.
 Paula C:but 8
 Barbara Millis:12
 Sharon Aronovitch:d
 Irina Ivliyeva, Missouri S&T:d - I am not a native speaker, I have to
think a bit longer
 Deborah Clemens, Excelsior College:d
 Betty Hurley-Dasgupta:Great exercise!
 Steve Gilbert, TLT Group:This group is too sharp!
 Deborah Clemens, Excelsior College:d
 Barbara Millis:actually, 14 (e)
 Sharon Aronovitch:seeing similarities
 Irina Ivliyeva, Missouri S&T:understanding the principle
 Jo Anne Zarowny, Miami Dade College:searcing for detail vs relationship
 Joanna Clark:first focused on smaller detail (vowels)
 Betty Hurley-Dasgupta:knowing underlying principle
 Linda Nilson:Counting vowels gave no meaning to thr words.
 Lorette Calix:Ordering
 William Vilberg:Seeing MEANING
 Alexandra Herb:using schema
 Deborah Clemens, Excelsior College:Telling yourself a story with the details.
 Deborah Clemens, Excelsior College:mnemonic device
 Steve Gilbert, TLT Group:SM:  when we say "read" students might
interpret that VERY differently from each other and from our
 nancy smulsky:Excellent book!
 Deborah Clemens, Excelsior College:Yes.
 Steve Gilbert, TLT Group:Bransford How people learn
 Paula C:yes
 Paula C:good slide, though
 Paula C:B
 Jo Anne Zarowny, Miami Dade College:n/a
 Deborah Clemens, Excelsior College:Yes.
 Irina Ivliyeva, Missouri S&T:yes, I DO while teaching the foreign langauges
 Angela White:yes
 Paula C:So did I - but it makes sense for students to get some of the
same realizations
 Irina Ivliyeva, Missouri S&T:I simplity it for students, however. I
call them "lower level" and "higher level" skills
 John Zubizarreta:I regularly share Bloom's taxonomy with students,
and I find that even our education majors don't spend enough time
understanding how and why it's valuable for them to apply the
taxonomy's lessons to their own learning.
 Steve Gilbert, TLT Group:SM's question is NOT whether teacher uses
Bloom's Taxonomy to shape instructional activities;  SM is asking if
teachers teach Bloom's Taxonomy directly to students to help them
manage their own thinking, engagement
 Paula C:This seems like a good way to clarify this for students
 Steve Gilbert, TLT Group:SM helps students recognize the different
levels that are possible, the levels that are needed
 Irina Ivliyeva, Missouri S&T:In order to produece an accurate
sentence in a FL you have to master skills 1-4, then do 5 and 6 on
your previous slide...
 John Zubizarreta:Yes, Steve, exactly right. Think about what might
happen if we asked students to "rate" their learning activities
(tests, essays, discussions, etc.) in our courses and other courses
everytime they complete one of these activities. Hmmmm.
 Irina Ivliyeva, Missouri S&T: Explor the web page - -
the picture with the brain! similar to your slide
 Paula C:practice, practice, practice, ...  :-)
 Steve Gilbert, TLT Group:
 Lucy MacDonald:thanks you Irina. is my website. Will
talk more on this next week.
 Betty Hurley-Dasgupta:Is there a resource that makes adjustments for
online learning?
 Irina Ivliyeva, Missouri S&T:
 sweertz:It's the Rule of 5!
 Steve Gilbert, TLT Group:We hope Lucy won't be too modest about her
website which Irina just added here
 Irina Ivliyeva, Missouri S&T: Lucy,I am so excited to hera from you!!!
 Steve Gilbert, TLT Group:This Web page Bookmark - Reminder, Share FurtherFor
Faculty and other academic professionals:  Link to Bookmark (PDF): distribution to students in a college or
university course:  Link to bookmark (PDF):
 Betty Hurley-Dasgupta:Thanks!
 Steve Gilbert, TLT Group:Those links go to printable PDF files -
become paper bookmarks
 Paula C:I am teaching fully online this term so I look forward to this!
 David McCurry, TLT Group:John, might need to click on the mic icon again.
 Steve Gilbert, TLT Group:Lucy is main presenter Feb 21;  JohnZ is
main presenter Feb 28
 Irina Ivliyeva, Missouri S&T:I can't wait. Lucy, thank you so much
for this web resource!!! My students love it, so do I.
 Steve Gilbert, TLT Group:Study cycle also avail on bookmark;  we
ALWAYS give permission for adaptaion and printing and duplicating for
our paper bookmark files!
 Jo Anne Zarowny, Miami Dade College:SG - I receive msg that links don't work
 John Zubizarreta:Sorry, somehow my mike muted without action from me.
Just wanted to add that I use online threaded discussion forums to do
what Lucy talked about in terms of facilitating students' reflective
writing about their own work and their own learning. The forum also
fosters the kind of learning community Lucy and Saundra have
 Jo Anne Zarowny, Miami Dade College:never mind...last link does work.
 Barbara Millis:Two of Steve's links didn't work for me.
 Betty Hurley-Dasgupta:vowel counting exercise
 Andrea Fernandez:Vowel Activity
 Irina Ivliyeva, Missouri S&T:the word sorting / memorization
exercise... Great for individula and groups
 nancy smulsky:Teaching students metacognition
 Joanna Clark:teaching Bloom's
 Paula C:add the get acquainted activity to my online class that is in
"previewq week" as we speak
 Juanita Painter:Teach HOTS to my students
 Barbara Millis:Like the vowel activity, also.
 Steve Gilbert, TLT Group:Nice mix of BIG CONCEPT with SMALL SPECIFIC STEPS!!!
 Irina Ivliyeva, Missouri S&T:yes, they are!
 Deborah Clemens, Excelsior College:Blooms Taxonomy.
 Betty Hurley-Dasgupta:the metacognitive introduction questions you provided
 Paula C:teaching blooms will definitely come next term
 Lorette Calix:Going to share bookmarks for these pages with faculty.
 Andrea Fernandez:Study Cycle
 Juanita Painter:yes
 Deborah Clemens, Excelsior College:Higher Order Thinking Skills.
 Steve Gilbert, TLT Group:HOTS = Higher Order Thinking Skills
 Angela White:bloom's & metacognition
 Paula C:do you have an outline - or suggestions for what that student
workshop looked like?
 Steve Gilbert, TLT Group:Tutoring in subject vs. Training in
metacognitive study/learning skills
 Irina Ivliyeva, Missouri S&T:One think a noticed - when you  show the
meta skill to students, they tend to blame the instructor LESS and to
put more responsibility ofr thei faliour on themselves
 Deborah Clemens, Excelsior College:Teach redux reaction process not
to memorize each redux reaction.
 John Zubizarreta:Let's not forget, too, that such metacognitive,
reflective practice is also valuable for our colleagues!
 Steve Gilbert, TLT Group:Do you encounter any colleagues/faculty who
think it is "unfair" to give all students the capability to do well in
a course?  That doing so is distorting the grading procedures, the
 Paula C:This book I have - good info and practical ideas
 Deborah Clemens, Excelsior College:A
 nancy smulsky:A
 Paula C:A
 Jo Anne Zarowny, Miami Dade College:a
 Robin Dewald:The student
 David McCurry, TLT Group:no poll, just type here
 Linda Nilson:A
 Irina Ivliyeva, Missouri S&T:b - from 5 of us here at UNLV
 Irina Ivliyeva, Missouri S&T:b
 Deborah Clemens, Excelsior College:B
 Linda Nilson:b
 Juanita Painter:b
 Jo Anne Zarowny, Miami Dade College:c
 john prusch, excelsior:a
 Paula C:b
 Robin Dewald:The instructor
 Lorette Calix:b
 Deborah Clemens, Excelsior College:We did not teach them how to use Facebook.
 Steve Gilbert, TLT Group:[Federal legislators?]
 Lorette Calix:Have to go, but hate to miss the rest.  Great
presentation.  Can't wait to review the rest on the website.  Thanks!
 Deborah Clemens, Excelsior College:Thank you very much.
 Robin Dewald:Thank you!!
 Jo Anne Zarowny, Miami Dade College:Great! thanks!!
 Steve Gilbert, TLT Group:Does anyone think it will become the
learners + MITx responsible?
 Eric:Thank You!!!
 Irina Ivliyeva, Missouri S&T:You are  a PHENOMENAL presenter. Thank you!!!!  Look forward to the upcoming sessions.
 Steve Gilbert, TLT Group:Slides will be avail via
 Paula C:excellent - thanks so much - can you just show the last
reference slide you had
 Betty Hurley-Dasgupta:Thanks!
 Paula C:thanks
 Paula C:well, yeah!!!  :-)
 Irina Ivliyeva, Missouri S&T:Have to go.. see you all net week!!! and
thanks again!
 Saundra McGuire:Thanks so much to all of YOU!  You were great.  And
thanks, Irina, for your comment.   I'm very gratified by all or your
 Paula C:This was absolutely excellent.  I am so looking forward to
the other sessions
 Linda Nilson:Yes
 Paula C:Saundra - your info was so timely for me - and just useful
overall - thanks so much for sharing all of it
 Saundra McGuire:I'm so thankful to all of you for your embracing of
this information.
 Paula C:have to run now - see you all next week!
 Linda Nilson:Facebook is merely operating a machine (software).
 Steve Gilbert, TLT Group:SM:   role of motivation in learning
explains part of students' ability to learn how to use Facebook, etc.
 Steve Gilbert, TLT Group:SM:  students also see lots of peers
succeeding at using the system so they EXPECT to succeed in that way
 Steve Gilbert, TLT Group:JohnZ - students can learn on their own - if
motivated, etc.
 Steve Gilbert, TLT Group:JZ - learning Facebook is "lower" order learning
 Steve Gilbert, TLT Group:JZ - would be nice to link motivation
associated with non-classroom learning with classroom learning!
 Deborah Clemens, Excelsior College:right
 Steve Gilbert, TLT Group:Emotional side
 William Vilberg:Do any of you include metacognition in your first
year orientation activities?
 Steve Gilbert, TLT Group:LM:  do well early in college but then
falter and don't realize they need to develop new/different learning
strategies;  need help recognizing the ppossiblity of new learning
"tools"  "strategies"
 Steve Gilbert, TLT Group:SM   good for them to recognize "its all
about stratgegies" then THEY can find/develop additional learning
strategies themselves!
 John Zubizarreta:I direct our honors program, and we have an
orientation for them in which I have opportunities to chat with them
(over pizza, of course) about the importance of reflection in
enhancing their learning. Reflection is part of our program's mission
 Steve Gilbert, TLT Group:SM always asks students "what strateiges did
you use that worked for you" so she can share with otghers
 John Zubizarreta:Another part of our honors orientation is a "City as
Text" venture where they go into the city with senior students and a
faculty member to "read" the city and learn. When they return, we
reflect on not just what they learned but how the "city as text"
activity created learning for them.
 Steve Gilbert, TLT Group:SM:  students differ in PREFERENCES of strategies
 John Zubizarreta:Steve's question about different levels of students
reminds me that I work with honors, and Lucy works with other diverse
learners. Her success and mine suggests that meta is bettah for ALL
 Steve Gilbert, TLT Group:SM:  differences of stratgey preferences
depend more on individual differences WITHIN a class than differences
between students from different kinds of institutions
 Steve Gilbert, TLT Group:LM:  Learning styles preferences make big
differences in which meta strategies work beter for whom
 Steve Gilbert, TLT Group:LM:  Better to get students to understand
which strategies work better for them, for others, and how to
recognize the differences!
 Linda Nilson:The key is teaching in multiple modes (different parts
of the brain)--not learning styles.
 Steve Gilbert, TLT Group:LM:  To recognize which kinds of learner
categoires (e.g., Gardners categories);  also good to help students
recognize that THEY need to adapt and select learning strategies to
deal with different kinds of TEACHERS who have their own preferences
about learning styles!
 Steve Gilbert, TLT Group:I think Lucy is talking about
meta-meta-cognitive strategies!!!
 Linda Nilson:There's no such thing as "learning styles. "  Thank you, John!
 Steve Gilbert, TLT Group:JZ/LN -  "Modes" different from "Styles"  ?
 Linda Nilson:Metacognition "works" even with children.
Self-regulation research started with children.
 Steve Gilbert, TLT Group:Actually, I was more vague than you're
crediting me!   I really meant that I was wondering if you have
identified ANY variations in students that suggested that some
students could understand and use some of thsee strategeis more easily
and effecitvely than others.... ?  In differnt situatins?
 Linda Nilson:Yes,  "styles" are "preferences" that may be anchored in
cognition, personality, various senses, or interest hooks.   Modes
represent parts of the brain.
 Steve Gilbert, TLT Group:Seems to me that the 3 of you have agreed
and make a VERY strong case for the value of metacognition and
reflection for EVERYONE  - as general principle.  Given that, i was
wonderiung about variations in specific strategies being better/worse
for various learners in various istuations?
 Steve Gilbert, TLT Group:Probably helpful to clarify next time the
USEFUL distinctions between learning styles, learning modes, learning
preferences,  ...?
 Linda Nilson:Learning styles is another workshop.  Cognitive
psychology tells us that teaching to someone's learning style does not
enhance his/her learning.  Multi-modal teaching does, especiall text
and visuals together.
 Saundra McGuire:You're right.  We're not teaching to their learning
styles, we want them to learn according to their style.
 John Zubizarreta:The "debate" today about learning styles is softened
or illuminated for me by thinking of them as "preferences," as Linda
says. This is why I admire the VARK, which is on Saundra's reference
list. The supportive resources on the VARK site suggest that multiple
modes of teaching are the most effective means of reaching students of
all levels and with all preferences.
 Saundra McGuire:Can you give us a good reference for multi-modal teaching?
 Steve Gilbert, TLT Group:Linda, do you have a mic you could use now?
 Linda Nilson:It's out of psychology--not educational either.
 Steve Gilbert, TLT Group:Looking for ref re  "multi modal teaching"
 Steve Gilbert, TLT Group:Teaching at Its Best: A Research-Based
Resource for College Instructors (Jossey-Bass Higher and Adult
Education) [Paperback]Linda B. Nilson (Author)
 Steve Gilbert, TLT Group:CAREFUL!  The physicists are NOT unified in
their beliefs about teaching physics!
 Linda Nilson:I have a while reading list on multi-modal learning
versus learning styles, but I don't know how to get it to you!
 Linda Nilson:whole
 Steve Gilbert, TLT Group:Linda, could we have it and post it our home
base web page?
 Steve Gilbert, TLT
 Linda Nilson:Sure!  It's my biblio; it must be legal to share.
 David McCurry, TLT Group:Thank you everyone. We are off to a great start.
 Sharon Aronovitch:Thank you!
 Linda Nilson:Wonderful "meeting"!
 John Zubizarreta:Thanks, Saundra. Fabulous job of framing our
conversation about the power of metacognition/reflection!
 Lucy MacDonald:"See" you all next week .
 Saundra McGuire:Thank YOU!
 Andrea Fernandez:Thanks!

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