Thinking about Teaching: Mindfulness and Metacognition as Pedagogy
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Thinking about Teaching: Mindfulness and Metacognition as Pedagogy

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In meditation and psychology, “mindfulness” promotes reflective self-awareness, whereas in educational theory metacognition encourages “thinking about thinking” to enhance critical reflection, ...

In meditation and psychology, “mindfulness” promotes reflective self-awareness, whereas in educational theory metacognition encourages “thinking about thinking” to enhance critical reflection, engagement, and information retention. This interactive presentation investigates mindful and metacognitive approaches to teaching and learning. Learn ideas for incorporating related strategies into the physical/digital classroom.

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Thinking about Teaching: Mindfulness and Metacognition as Pedagogy Presentation Transcript

  • 1. T H I N K I N G a b o u t T E A C H I N G : M I N D F U L N E S S M E T A C O G N I T I O N a s P E D A G O G Y &
  • 2. T H I N K I N G a b o u t T E A C H I N G : M I N D F U L N E S S M E T A C O G N I T I O N a s P E D A G O G Y & @ c h a r b o o t h# m e t a t x l a
  • 3. a s P E D A G O G Ys l i d e s h a r e . n e t / c h a r b o o t h T H I N K I N G a b o u t T E A C H I N G : M I N D F U L N E S S M E T A C O G N I T I O N &
  • 4. a s P E D A G O G Y T H I N K I N G a b o u t T E A C H I N G : M I N D F U L N E S S M E T A C O G N I T I O N &
  • 5. M I N D F U L N E S S M E T A C O G N I T I O N &
  • 6. M E T A C O G N I T I O N
  • 7. M E T A C O G N I T I O N
  • 8. M I N D F U L N E S S
  • 9. M I N D F U L N E S S
  • 10. M I N D F U L N E S S M E T A C O G N I T I O N &
  • 11. M I N D F U L N E S S M E T A C O G N I T I O N &
  • 12. T H R E E - Q U E S T I O N R E F L E C T I O N
  • 13. s l i d e s h a r e . n e t / c h a r b o o t h T H R E E - Q U E S T I O N R E F L E C T I O N
  • 14. M I N D F U L N E S S + M E T A C O G N I T I O N =
  • 15. M I N D F U L N E S S + M E T A C O G N I T I O N =
  • 16. R E F L E C T I V E A C T I O N R O U T I N E A C T I O N
  • 17. i m p u l s e t r a d i t i o n a u t h o r i t y R O U T I N E A C T I O N
  • 18. w h o l e h e a r t e d n e s s r e s p o n s i b i l i t y o p e n - m i n d e d n e s s R E F L E C T I V E A C T I O N D e w e y , 1 9 3 3 ; G r a n t & Z e i c h n e r , 2 0 0 1
  • 19. b e l l h o o k s p a o l o f r e i r e j o h n d e w e y
  • 20. M I N D F U L N E S S M E T A C O G N I T I O N &
  • 21. M I N D F U L N E S S
  • 22. P E R F E C T I O N I S M
  • 23. I M P O S T U R E
  • 24. A N X I E T Y
  • 25. A N X I E T Y s k i l l
  • 26. I M P O S T U R E   s k i l l i n s i g h t
  • 27. P E R F E C T I O N I S M s k i l l i n s i g h t i n t e n t i o n
  • 28. M I N D F U L P E D A G O G Y c o n s c i o u s o f p o w e r & p r i v i l e g e c o m f o r t a b l e w i t h u n c e r t a i n t y e m p a t h e t i c c o n s c i o u s o f c a p a c i t y
  • 29. M I N D F U L P E D A G O G Y t e a c h i n g p h i l o s o p h i e s p e e r / s e l f o b s e r v a t i o n p r e s e n c e o f v o i c e / b o d y / a t t i t u d e e m u l a t e t h e e ff e c t i v e
  • 30. M I N D F U L P E D A G O G Y t e a c h i n g p h i l o s o p h i e s p r e s e n c e o f v o i c e / b o d y / a t t i t u d e e m u l a t e t h e e ff e c t i v e p e e r / s e l f o b s e r v a t i o n
  • 31. V O I C E B O D Y A T T I T U D E B U I L D I N G P R E S E N C E
  • 32. l o w v o l u m e t h r o a t c l e a r i n g s p e a k i n g t o o q u i c k l y m o n o t o n e / r o b o t v o i c e m u m b l i n g C O M M O N I S S U E SV O I C E B U I L D I N G P R E S E N C E
  • 33. w a r m u p c h a n g e y o u r i n fl e c t i o n i n c r e a s e v o l u m e b r e a t h e c r e a t e v a r i a t i o n * m o d e * a u d i e n c e T R I A G E T I P SV O I C E B U I L D I N G P R E S E N C E
  • 34. B O D Y B U I L D I N G P R E S E N C E
  • 35. gaze evasion & scowling odd and/or compulsive gestures slouchy or rigid stance exaggerated movements or rigidity COMMON ISSUES B U I L D I N G P R E S E N C E
  • 36. gesture consciously strike natural poses & find anchors move deliberately & slowly T R I A G E T I P S B U I L D I N G P R E S E N C E maintain eye contact & relax your face
  • 37. Tension = energy, channel it wisely Moderate your caffeine intake Know your stuff (e.g., prepare) Look good (whatever that means) Warm up body and voice Breathe deeply & check in Rehearse & review Concentrate on learners, not on yourself B U I L D I N G P R E S E N C E
  • 38. B U I L D I N G P R E S E N C E A T T I T U D E
  • 39. B U I L D I N G P R E S E N C E A T T I T U D E
  • 40. B U I L D I N G P R E S E N C E A T T I T U D E
  • 41. persona B U I L D I N G P R E S E N C E A T T I T U D E
  • 42. enthusiasm + passion + interest = B U I L D I N G P R E S E N C E A T T I T U D E
  • 43. M I N D F U L N E S S
  • 44. A F F E C T / I N T E L L E C T
  • 45. * S O C I A L F A C T O R S * C U L T U R A L F A C T O R S * M E N T O R I N G / I N S T R U C T I O N * D E V E L O P M E N T A L F A C T O R S
  • 46. K N O W L E D G E { {
  • 47. K N O W L E D G E E X P E R I E N C E S { {
  • 48. K N O W L E D G E E X A M P L E S p e r c e p t i o n s o f d e v e l o p m e n t e a s e a n d d i ffi c u l t y u n d e r s t a n d i n g s o f s e l f / o t h e r l e a r n i n g s t y l e s
  • 49. K N O W L E D G E E X A M P L E S p e r c e p t i o n s o f d e v e l o p m e n t e a s e a n d d i ffi c u l t y u n d e r s t a n d i n g s o f s e l f / o t h e r l e a r n i n g s t y l e s
  • 50. C U R R Y S O N I O N M O D E L} learning styles : 1983
  • 51. 1 : C O G N I T I V E P E R S O N A L I T Y 4 : I N S T R U C T I O N A L P R E F E R E N C E 3 : S O C I A L I N T E R A C T I O N 2 : I N F O R M A T I O N P R O C E S S I N G learning styles
  • 52. E X P E R I E N C E E X A M P L E S ( m i s ) u n d e r s t a n d i n g t h r e s h o l d c o n c e p t s p e r c e p t i o n s o f f a i l u r e / s u c c e s s r e v i s i n g an opinion
  • 53. E X P E R I E N C E E X A M P L E S ( m i s ) u n d e r s t a n d i n g r e v i s i n g an opinion t h r e s h o l d c o n c e p t s p e r c e p t i o n s o f f a i l u r e / s u c c e s s
  • 54. } t h r e s h o l d c o n c e p t s t r a n s f o r m a t i v e i n t e g r a t i v e i r r e v e r s i b l e b o u n d e d t r o u b l e s o m e
  • 55. R E G U L A T I O N { {
  • 56. A C T I O N S S T R A T E G I E S R E G U L A T I O N { {
  • 57. R E G U L A T I O N O F C O G N I T I O N p l a n n i n g e v a l u a t i o n m o n i t o r i n g P E D A G O G Y
  • 58. C. Booth: Reflective Teaching, Effective Learning (2011)
  • 59. During any teaching scenario, pay particular attention to your Xs. S T R E N G T H S & W E A K N E S S E S
  • 60. I L s k i l l s a n d m e t a c o g n i t i o n i n t e r p r e t a t i o n r e fl e c t i o n e v a l u a t i o n r e v i s i o n j u s t i fi c a t i o n
  • 61. i m p l i c a t i o n s f o r p e d a g o g y s h a r e r a t i o n a l e ( s ) f o r i m p o r t a n c e e n c o u r a g e m e t a c o g n i t i v e p a r t i c i p a t i o n highlight your own m e t a c o g n i t i o n e x p l a i n d e c i s i o n s
  • 62. i m p l i c a t i o n s f o r p e d a g o g y s h a r e r a t i o n a l e ( s ) f o r i m p o r t a n c e e n c o u r a g e m e t a c o g n i t i v e p a r t i c i p a t i o n highlight your own m e t a c o g n i t i o n e x p l a i n d e c i s i o n s
  • 63. m e t a c o g n i t i v e p a r t i c i p a t i o n i d e n t i f y i n g s t r e n g t h s & c h a l l e n g e s a n a l y z i n g i n f o r m a t i o n p r i v i l e g e p o r t f o l i o s / c r i t i q u e s r e fl e c t i v e r e s p o n s e
  • 64. m e t a c o g n i t i v e p a r t i c i p a t i o n g o a l s e t t i n g p l a n n i n g / o u t l i n i n g p r o c e s s j u s t i fi c a t i o n i t e r a t i o n
  • 65. M I N D F U L N E S S + M E T A C O G N I T I O N =
  • 66. A F F E C T / I N T E L L E C T
  • 67. R E F E R E N C E S K a b a t - Z i n n , J . ( 1 9 9 0 ) . F u l l c a t a s t r o p h e l i v i n g . N e w Yo r k , N . Y : D e l a c o r t e P r e s s . Marlatt, G.A., & Kristeller, J.L. (1999). Mindfulness and meditation. In: William R. Miller, Ed; et al. Integrating spirituality into treatment: Resources for practitioners. American Psychological Association: W a s h i n g t o n , D C , U S A , 1999. p. 67-84 of xix, 293pp. Land, Meyer, & Smith. (2008). Threshold concepts within the disciplines. Rotterdam: S e n s e P u b l i s h e r s .
  • 68. Curry, L. (1983). An Organization of Learning Styles Theory & Constructs. Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Q u e b e c , A p r i l 1 1 - 1 5 , 1 9 8 3 ) . R E F E R E N C E S Flavell, John H. "Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry." A m e r i c a n P s y c h o l o g i s t , Vol 34(10), Oct 1979, 906-91. Schraw, Gregory and Moshman, D a v i d . " M e t a c o g n i t i v e Theories" (1995). Educational P s y c h o l o g y R e v i e w 7 : 4 ( 1 9 9 5 ) , p p . 3 5 1 - 3 7 1 .
  • 69. R E F E R E N C E S hooks, bell (1994) Teaching to Transgress. Education as the practice of freedom, London: R o u t l e d g e . Freire, P., & Ramos, M. B. (1972). Pedagogy of the oppressed. L o n d o n : P e n g u i n . Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath and Co.
  • 70. c h a r b o o t h @ g m a i l i n f o m a t i o n a l . c o m @ c h a r b o o t h C H A R B O O T H H E A D O F I N S T R U C T I O N S E R V I C E S & e - l e a r n i n g L I B R A R I A N c l a r e m o n t c o l l e g e s L I B R A R Y s l i d e s h a r e . n e t / c h a r b o o t h