September
02
3:15 PM to 4:15 PM
Wednesday

Using Reflection to Bridge Metacognitive Learning with Culturally Responsive Teaching

Presenter: Francie Woodford

Audience: Faculty 

Registration contact:  

Learning Goals 

In this session, five reflective activities for will be presented to stimulate culturally responsive teaching through metacognition. Metacognitive reflection not only integrates the reading and writing components of learning, but also it bridges noncognitive affective needs with cognitive elements to achieve overall true integration of the whole person in learning. After the presentation, participants will have an opportunity to work in groups to design reflective activities that address metacognition in their own contexts. 

Program Description 

For the past three years, our institution has been piloting the ALP model with Freshman Composition linked to Developmental Writing, but many of us are still using an “additive approach” with discreet learning objectives in reading and writing, and we struggle to achieve true integration of learning. Metacognitive reflection is one way to bridge this gap. 

In addition, we also need strategies to address noncognitive issues based on restorative practices. We need tools for deep and integrative learning along with strategies that guide students to meet their own ends. Metacognitive reflection is culturally responsive. 

The following reflective activities have been successfully integrated into College Writing, Developmental and ESL courses to address these needs. Sample assignments and student responses will include: 

  • • Letters: Dialogue throughout the semester can be integrated into the curriculum, for instance, an opening letter (to begin the dialogue), cover letters (on every draft of an essay), peer letters (for peer review) and portfolio cover letters (reviewing one’s work over the course of the semester) 
  • • Reflections: After each essay, multi-paragraph reflections promote self-awareness of one’s own literacy processes. 
  • • Presentations: Student-led class discussions encourage self-directed learning / andragogy. 
  • • Short-essay pre-writes and blogs: Prewriting questions can encourage the use of metacognitive tools for deep and integrative learning. 
  • • Video posts and blogs: Video posts and blogging with peers can directly address analysis / reflection of one’s thinking, reading and writing processes.