Student success tends to be measured through assessment and grades, but this workshop will focus on how to promote student success by providing students with metacognitive feedback. Metacognition plays a key part for learning and growth, urging instructors to consider how their feedback can help both themselves and their students think about their learning process and success. Participants will learn about the value of encouraging metacognitive reflection for students, explore strategies and strengths of various feedback practices, and reflect on how their feedback impacts student learning. They will also practice composing metacognitive feedback and discuss practical ways of implementing it in the classroom. By the end of this workshop, participants will be prepared to:

• Discuss the benefits of metacognitive reflection in courses
• Identify multiple strategies for giving metacognitive feedback
• Reflect on your own metacognitive process to aid in designing feedback

Instructors

Jennifer Torres, University of Illinois at Chicago

Workshop Schedule

This one-session workshop meets online in Zoom on Tuesday, September 16th at 7-8:15pm Gulf / 11am-12:15pm Eastern / 10-11:15am Central / 8-9:15am Pacific/Arizona.

Audience

This workshop is for any educator interested in learning more about metacognitive feedback and how to implement it in the classroom.

Registration and Enrollment

**Closed for registration as of Wednesday, September 3rd**

Cap 40; registration opens on Tuesday, September 2nd at 10am CT and closes once capacity is reached. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.

Accessibility

If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

• Using alt-text on images in reading materials
• Sending pre-session reminders to all students
• Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming

CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.

This course supports the following CIRTL learning goals at an introductory level:

• Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
• Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.
• Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.