Deeper STEM Learning Through Metacognitive Conversations
This workshop consists of 2 interactive modules offered via Zoom at 1:00-3:00 p.m. (Mountain Standard Time) on April 14, 2021, and 1:00-3:00 p.m. (Mountain Standard Time) on April 21, 2021. Participants earn a digital badge and certificate upon completing all modules and a post-workshop evaluation.
What is the relationship among literacy, metacognition, and STEM content knowledge, and what can we do about it?
Reading Apprenticeship is an instructional model that provides students with resources for approaching complex texts more confidently and strategically by engaging their instructors in a dynamic professional development process of making their thinking visible. This workshop engages STEM participants in metacognitive conversations centered on complex disciplinary texts that defeat many students. By discovering and reflecting on their own ways of unlocking STEM graphs, charts, illustrations, and problems, and more, workshop participants experience ways the Reading Apprenticeship approach helps students master core concepts. The workshop also helps instructors explicitly support academic literacy in their discipline. The facilitator shares artifacts of student work to demonstrate the efficacy of Reading Apprenticeship in STEM classrooms.
By the end of this workshop, participants know or are able to:
- Demonstrate their own reading and problem-solving processes and identify the disciplinary roots of those strategies.
- Connect the Reading Apprenticeship instructional framework to other methods for establishing inquiry-based problem solving and active learning in STEM contexts.
- Experience and analyze the impact of several metacognitive routines in order to begin planning classroom applications.
- Analyze students' reading, talking, and problem solving skills with a focus on equity and on building on students' strengths rather than deficits.
- Participate in text-based metacognitive routines, reflective pair and small group activities, a student video-case study, and classroom planning exercises.
Registrants will be provided with the login credentials via email prior to the start of the event.
|Registration Type||Registration Fee|
|Complete Workshop Registration (Member)||$300|
|Complete Workshop Registration (Non-Member)||$350|
Cancellation and Refund Policy
Cancellation and refund requests must be received in writing prior to April 5, 2021
. A refund of the workshop fee, minus a $25 administrative fee, will be given for cancellations received by April 5, 2021. Refunds will not be given after April 5, 2021 or for no-shows. Registrants who have an outstanding balance and do not attend the workshop are responsible for the $25 administrative fee. Substitutions are accepted at any time prior to the workshop by submitting a written request to Kelley Berley
. The individual requesting the transfer is responsible for all financial obligations (any balance due) associated with the transfer.
Consent to Use of Photographic Images
By registering for one or more of these modules, you consent to being recorded for any purpose whatsoever, and you release NISOD and The University of Texas at Austin and their officers and representatives from any liability for infringement of any rights, and you expressively authorize and permit the use of your name, voice, and likeness and all reproductions thereof, for any purpose whatsoever, in perpetuity in any media now known or hereafter devised, without limitation and without compensation.
About the Facilitator
Dr. Nika Hogan is Associate Professor of English at Pasadena City College (PCC), a coordinator for the California Community College Success Initiative (3CSN), and the Reading Apprenticeship College Coordinator for the Strategic Literacy Initiative at WestEd (SLI). She coordinated the Reading Apprenticeship Community College STEM Network, funded by the Helmsley Trust, from 2014-2017. Her work is focused on developing transformative inquiry-based learning opportunities that help educators and students reach their full potential. Nika has been involved in many learning communities through PCC’s Teaching and Learning Center and helped to develop the First-Year Pathways program, which was awarded the California Community College’s Chancellor’s Office Award for a Student Success Initiative. She has a B.A. in English and Women’s Studies from the University of Michigan and an M.A. and Ph.D. in Multiethnic U.S. Literatures from the University of Massachusetts.