{"id":5384,"date":"2022-05-31T09:10:13","date_gmt":"2022-05-31T14:10:13","guid":{"rendered":"https:\/\/ele.local\/?p=5384"},"modified":"2022-05-31T09:10:13","modified_gmt":"2022-05-31T14:10:13","slug":"using-reflection-and-metacognition-to-create-equitable-learning-environments","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/using-reflection-and-metacognition-to-create-equitable-learning-environments\/","title":{"rendered":"Using Reflection and Metacognition to Create Equitable Learning Environments"},"content":{"rendered":"<p>Reflection and metacognition can be critical aspects of a personalized and equitable educational experience. When students are asked to look inward and assess how they think and learn, they are empowered to take ownership of their academic progress.<\/p>\n<p>And when faculty reflect on how they design courses and learn about their students, they spot opportunities to create more equitable learning environments supporting the success of every student.<\/p>\n<p>Reflection and metacognition for equitable digital learning was the theme of the third in a series of <a href=\"https:\/\/www.aplu.org\/news-and-media\/blog\/aplu-launches-faculty-learning-communities-for-discipline-focused-digital-teaching-and-learning\">communities of practice<\/a> webinars hosted December 10, 2021 by the Association of Public Land-grant Universities (APLU), presented in conjunction with the Every Learner Everywhere\u00ae network, The Online Learning Consortium and Achieving the Dream. Previous communities of practice events were on <a href=\"https:\/\/www.everylearnereverywhere.org\/blog\/equitizing-your-syllabus-6-tips-from-faculty\/\">Equitizing Your Syllabus<\/a> and <a href=\"https:\/\/www.everylearnereverywhere.org\/blog\/4-tips-for-assessing-students-with-care-to-remove-barriers-to-equity\/\">Assessing Students with Care<\/a>.<\/p>\n<h2>Reflection and metacognition: It\u2019s for teachers, too<\/h2>\n<p>A major benefit to students of well-designed reflective activities, said Mike Brokos, Program Director of APLU\u2019s Personalized Learning Consortium, is that students actually discover what is helping them to learn. \u201cThey come to view assignments more actively as ways to build skills, not just as something required for a grade,\u201d he said. \u201cReflective assignments also build students\u2019 declarative knowledge or ability to articulate what they\u2019ve learned.\u201d<\/p>\n<p>Meanwhile, reflection helps instructors know how students learned particular skills or concepts. Instructors engaged in reflection and metacognition about their teaching will ask:<\/p>\n<ul>\n<li aria-level=\"1\">What assumptions do I hold about students?<\/li>\n<li aria-level=\"1\">To what extent do I have evidence for these assumptions?<\/li>\n<li aria-level=\"1\">Why do I make the instructional decisions I make?<\/li>\n<li aria-level=\"1\">What do I know about teaching?<\/li>\n<li aria-level=\"1\">What would I like to learn?<\/li>\n<li aria-level=\"1\">What am I confused about?<\/li>\n<\/ul>\n<h2>A \u201cliving\u201d syllabus<\/h2>\n<p>The webinar featured presentations by several instructors who incorporate metacognitive and reflective components in their courses. While teaching game design, Kristin Ziska Strange, Associate Director of Online Program Development and Instructional Design at Tufts University, used an \u201cannotated syllabus\u201d on a Google document that allows students to post comments and questions.<\/p>\n<p>\u201cAt the very beginning, when everything is super overwhelming and they have nine million questions, I really wanted to make sure they were reading the syllabus, and I wanted to create space for them to have conversations around the stuff that we&#8217;re studying,\u201d said Ziska Strange. \u201cA lot of my students come in thinking everybody else knows more than they do, so this gives them a chance to see other people [also] asking questions.\u201d<\/p>\n<p>The living syllabus gives students an opportunity to express what particularly excites them about the course. \u201cIt also gives me a chance to find out, number one, who knows something about a topic and what topics they are interested in,\u201d Ziska Strange said.<\/p>\n<p>She also devised an innovative way to take her students\u2019 emotional temperature during a course: the GIF check-in.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-5385 size-medium\" src=\"https:\/\/www.everylearnereverywhere.org\/wp-content\/uploads\/GIF_check_in_Ziska_Strange-300x171.png\" alt=\"GIF check-in slide\" width=\"300\" height=\"171\" srcset=\"https:\/\/www.everylearnereverywhere.org\/wp-content\/uploads\/GIF_check_in_Ziska_Strange-300x171.png 300w, https:\/\/www.everylearnereverywhere.org\/wp-content\/uploads\/GIF_check_in_Ziska_Strange-1024x584.png 1024w, https:\/\/www.everylearnereverywhere.org\/wp-content\/uploads\/GIF_check_in_Ziska_Strange-18x10.png 18w, https:\/\/www.everylearnereverywhere.org\/wp-content\/uploads\/GIF_check_in_Ziska_Strange.png 1072w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>\u201cI know it sounds really weird,\u201d she said, \u201cbut I have them post a GIF to reflect how they feel right now. You get some awesome stuff back. I could tell I had some students who were very confused, others who were overwhelmed with work and posted screaming cats or flaming Elmos. That way I could see, generally, if everyone is middle of the road, or having a good time, or if I need to connect them with resources for support, like tutoring or mental health support.\u201d<\/p>\n<p><em>Related reading: <a href=\"https:\/\/www.everylearnereverywhere.org\/blog\/4-alternative-syllabus-formats-that-promote-equity\/\">4 Alternative Syllabus Formats That Promote Equity<\/a><\/em><\/p>\n<h2>Self-assessment<\/h2>\n<p>Ryan Luke, Professor of Mathematics at the University of Louisville, stressed the importance of student and faculty self-assessment. After an exam, he\u2019ll walk them through the problems with students. For example, \u201cWhat was the question that was missed and why was it incorrect?\u201d Luke explained. \u201cWhy doesn\u2019t your answer explain what the correct solution should be? For example, maybe you multiplied the exponents but should have added.\u201d<\/p>\n<p>Luke builds mid-semester feedback into his courses. \u201cIt can improve not only student performance but also teaching evaluations,\u201d he said. \u201cWhat helped you? What hindered your learning? What suggestions do you have to improve the course so that it better supports your learning? This is their opportunity to tell me about my core structure.\u201d<\/p>\n<h2>Creating a community<\/h2>\n<p>Stephanie Whalen, Professor of English at Harper College, strives to create a classroom community that provides a safe and empowering environment for students. She cited an interview with Black Student Union members who \u201cstressed the importance of addressing the climate of the classroom right away.\u201d<\/p>\n<p>These students spoke of \u201cwithholding themselves from being authentically engaged or feeling comfort until they see something that shows that the instructor values multiple perspectives, multiple frames of reference, and diversity.\u201d<\/p>\n<p>Whalen also noted various ways of dealing with challenges to productive discourse. If a student shares an unpopular opinion on a polarizing topic, for example, \u201cinvite class members to ask questions to further unpack the statements and opinions with the goal of further understanding the perspective.\u201d<\/p>\n<p>In literature courses especially, instructors might use triggering or offensive language. \u201cYou might have taught To Kill A Mockingbird or some other text that has the N word,\u201d Whalen said. \u201cAnd you know students might bristle. Rather than just skipping over it, use that as an opportunity to talk about the term and explain the social, historical, political connotations; the etymology. We want to increase the understanding of the meaning and why it is charged language.\u201d<\/p>\n<h2>Bridging the generation-tech gap<\/h2>\n<p>While trying to keep an open dialogue with her students, Heather Michaels, Professor of Chemistry at Indian River State College, encountered a technological disconnect with her students. \u201cI&#8217;m a millennial and when I was in school we used email for everything, or, God forbid, even called the instructor,\u201d she said.<\/p>\n<p>But Michaels\u2019 Gen Z students communicate via text and rarely use email. \u201cThey\u2019ve complained in my evaluations that I don&#8217;t respond to their texts and the only phone number they have for me is my office phone number which is a landline.\u201d<\/p>\n<p>Michaels now uses a mobile messaging app called Remind so she can text students about exams and assignments and ask how they\u2019re feeling. \u201cFor whatever reason, they\u2019re okay with checking that daily instead of an email, \u201c she said. \u201cI think it\u2019s basically the same thing, but, to them, it\u2019s different.\u201d<\/p>\n<p>As Brokos said while introducing the webinar presenters, reflection and metacognition for equity in digital learning is about \u201cfacilitating authentic and transparent conversations with students\u201d that foster care and empathy. Text apps and GIF check-ins work for now, but the ongoing work is to think about and address the classroom climate and to find ways to ask students how they learn.<\/p>\n<a href=\"https:\/\/www.everylearnereverywhere.org\/resources\/caring-for-students-playbook\/\" title=\"The Caring for Students Playbook\" target=\"_blank\" class=\"btn false\">Read more about equitable digital learning in The Caring for Students Playbook<\/a>\n","protected":false},"excerpt":{"rendered":"<p>Reflection and metacognition can be critical aspects of a personalized and equitable educational experience. When students are asked to look inward and assess how they think and learn, they are <a href=\"https:\/\/www.everylearnereverywhere.org\/es\/blog\/using-reflection-and-metacognition-to-create-equitable-learning-environments\/\" class=\"more-link\">&#8230;<\/a><\/p>","protected":false},"author":13,"featured_media":5386,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-5384","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.0 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Using Reflection and Metacognition to Create Equitable Learning Environments - Every Learner Everywhere\u00ae<\/title>\n<meta name=\"description\" content=\"Reflection and metacognition can be critical aspects of a 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