Practicing What We Teach
Reflection on Teaching as a Method for Modeling Metacognition in the Classroom
Instructors can sometimes get so caught up in their subject that they can forget to nourish their unique and evolving teacher persona. By reflecting on basic questions of “what is teaching?” and “what is my role as teacher?” – and sharing their metacognition on these questions, faculty gain new insights that can have a positive impact on classroom climate and student learning.
In this session, Dr. Roy Fuller will lead participants through self-reflective exercises designed to clarify and celebrate our role as teachers. Participants will experience how modeling metacognitive processes in the presence of students can foster the type of thinking and organization of thought that are at the heart of critical thinking.
After completing this session, you will be able to:
- Reflect upon your own assumptions about your role as a teacher
- Identify and compare methods for modeling your own metacognitive processes process with your students
- Consider how your intentional use of self-reflection and disciplinary thinking can scaffold student learning and critical thinking
10/23/2013Wednesday, 12–1:45 p.m.Ekstrom Library, Room W210
Dr. Roy Fuller is the 2013-14 part-time faculty fellow at the Delphi Center for Teaching and Learning. Dr. Fuller brings to the Delphi Center over twenty years of teaching experience at numerous institutions, including his ongoing teaching for UofL in the Division of Humanities where he offers courses in religious studies.