T237 What Can We Do to Help Our Students Become Better Learners? Fostering the Development of Metacognition and Self-Regulation I

Wednesday, 21 October 2009
8:00 AM - 12:00 PM
C124

A CLASSROOM PERFORMANCE SYSTEM AND THE ROLE It PLAYS IN DEVELOPING STUDENT METACOGNITIVE SKILLS

Paper number: T237-7
Program: Technical Sessions
Time: 9:35 AM – 9:50 AM

Authors

Abstract

A Classroom Performance System (CPS) is used in the author’s introductory Physical Geology, Mineral Science and Petrology courses. CPS increases the level of student engagement and provides immediate feedback on student performance. Basic skills essential for metacognitive learning (monitoring progress of learning, correcting errors and making changes to improve learning effectiveness) are developed by using CPS in the classroom. Typical CPS questions require student responses on image analysis, concept maps, numeric calculations, open-ended questions, and model- and sample-related information.

Lecture material is generally presented using PowerPoint combined with the CPS. Question format varies, but usually includes asking for individual responses, followed by group responses. The level of correct responses is used to determine student learning progress and whether further discussion is needed or new material can be presented in the lecture. CPS-based instruction has led to high average attendance (85-90%), increased student retention rates(92%) and improved performance on exams. CPS also is a time-saving tool for assessing student achievement levels and evaluating their learning skills, which leads to adapting teaching strategies in order to enhance student metacognitive skills.