Framing Students' Cognitive "Job" through Classroom Instruction (Event Flyer)
Presented by: Vandana Thadani, Ph.D.
Psychology Department, Loyola Marymount University
ECHO Recording of Presentation
Researchers, reformers, and educators widely recognize the critical role that teaching plays in student learning—but what qualities of teaching really matter? In this talk, I’ll describe quantitative measures of teaching practices that I have developed. The measures (called “teacher tasks and questions” or “TTQs” capture the nuances of suggestions, tasks, questions, and instructions that instructors use—and then categorize the cognitive and learning strategies they elicit from students. My hypothesis is that TTQs are important to student learning because they shape the cognitive and learning strategies that students use; specifically, they can frame students’ cognitive “job” during lessons as involving the reproduction of information, reasoning, note-taking, thinking reflectively (metacognitively), thinking strategically, or all of the above. Research has shown that students’ cognitive strategies play an important role in learning. In this talk, we will discuss the implications of this work for intentionally ratcheting up the cognitive and learning strategies students use in our classes.
Lunch will be provided, please RSVP to email@example.com or (310) 338-5866.
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This presentation is part of Vandana Thadani's Faculty Associate project on Student Engagement and Reflective Learning.
This program will be video and audio taped and may be podcast. By your willing participation in the program, you expressly and irrevocably consent to be photographed, video taped and/or audio taped and quoted/cited. The films, tapes, and other digital recordings will become the property of the Center of Teaching Excellence, LMU.