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2017 Spring – Session 3

Session 3

Thursday May 18, 2017 at 1:50pm in M391

Conceptual vs Procedural knowledge- comparing multiple solutions to a problem – The relationship between conceptual and procedural knowledge development will be discusses.  Subsequently, a study investigating whether comparing and contrasting different problem solutions facilitates the development of procedural and/or conceptual knowledge.

Readings: Developing Conceptual and Procedural Knowledge of Mathematics by Bethany Rittle-Johnson and Michael Schneider; The Oxford Handbook of Numerical Cognition Edited by Roi Cohen and Ann Dowker DOI:10.1093/oxfordhb/9780199642342.013.014

Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations. Bethany Rittle-Johnson and Jon R. Star. Journal of Educational Psychology 2007, Vol. 99, No. 3, 561–574

2017 Spring – Session 2

Session 2:

Thursday April 27, 2017 at 1:50pm in M391

Motivation as the driving force behind self-regulated learning strategies– In this session, we will discuss how motivation is an especially important force driving the use of beneficial self-regulated learning strategies.  Motivation is determined by the study presented in the reading below to be an important force for developing self-regulated learning in underperforming students.  We will discuss methods of inspiring motivation in the classroom (as outline in the URL below).

Reading: The differential impact of motivation on the self-regulated strategy use of high- and low-achieving college students.

C. VanZile-Tamsen and J. A. Livingston (1999) J. of College Student Development Vol. 40(1):54-60. (https://www.researchgate.net/publication/232503812)

Also, please see advice on how to improve motivation in the classrom at:  http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html

2017 Spring – Session 1

Session 1:

Thursday March 30, 2017 at 1:50pm in M391

Developing metacognition in the classroom– This session will discuss the benefits of a classroom culture that encourages metacognitive development.

Reading:   Addressing Student Metacognition by Kimberly D. Tanner CBE Life Sci Ed. (2012) Vol 11: 113-120

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