ISTE Standard for Coaches 2: Teaching, Learning, and Assessments – Technology coaches assist faculty in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant and engaging learning experiences for all students.
2d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (such as critical thinking, metacognition and self-regulation).
Metacognition in the form of reflection is a central tenet of my writing instruction. My first-year writing courses (as discussed, for example, in Writing Math: Integrating Universal Design with “Social Turn” Writing Pedagogy and Supporting Engagement Through Note-Taking) specifically address issues of metacognition as course outcomes related to the development of academic literacies. In this section, I present my use of digital technologies to support metacognition.
In Using Open Educational Resources to Support Academic Achievement in a First-Year Humanities Class, I address how the use of technology-powered tools such as primary source archives and digital composing and publishing spaces, along with technology-related teaching methods such as the QUEST Model for Inquiry-Based Learning, can transform first year learning by supporting a level of inquiry, ownership, outcomes, and the related metacognitive understanding needed to transcend traditional approaches and outcomes to first-year liberal arts studies.
Wicks, D. (2017). The QUEST model for inquiry-based learning. [PDF document]. Retrieved from: http://davidwicks.org/iste-2-design-and-develop-digital-age-learning-experiences-and-assessments/quest-model-for-inquiry-based-learning/
Writing Math: Integrating Universal Design with Social Turn Writing Pedagogy presents the support for engagement and metacognition I provide in an individualized approach to teaching quantitative literacy for writing.