This Month at the CTL: October 2018
Events and Announcements
The day’s agenda kicks off in the Low Library Rotunda at 9:00 AM with presentations by leading researchers and experts in the fields of cognitive psychology and metacognition. In the afternoon, the CTL will host two workshops in Butler Library for faculty, staff, and graduate students to explore the use of metacognitive strategies in teaching.
- “Metacognition and Curiosity” by Janet Metcalfe (Columbia University).
- “Why Don’t the Trials and Errors of Everyday Living and Learning Teach Us How to Learn?” by Robert A. Bjork (University of California, Los Angeles).
- “Academic Performance under Stress” by Sian Beilock (Barnard College).
- “Turning Tests into Desirable Difficulties: How to Assess Learning in Ways that Enhance Learning” by Elizabeth Ligon Bjork (University of California, Los Angeles).
- “Activating students as owners of their own learning: Metacognition in the classroom” by Dylan Wiliam (University College London).
Date: Thursday, October 11, 2018
Time: 9:00 AM – 6:00 PM
Location: Low Library & Butler Library
Space is limited, you must be registered to attend.
Looking for confidential feedback on your teaching? Request a teaching observation!
The CTL offers Teaching Observations with trained consultants who can help you think through your course goals, your teaching observation experience, and your future teaching. CTL Teaching Observations are confidential and evidence-based, developed to support instructors in their teaching practices. The CTL also works with schools, programs, and departments seeking to refine their peer teaching observation practices.
The last day for faculty to request a teaching observation is Friday, November 16.
The last day for graduate students to request a teaching observation is Friday, November 16.
Learn more and request a teaching observation via the links below.
Research on metacognition can be translated into better teaching and learning practices. This resource provides instructors with an overview of the what and why of metacognition and general “getting started” strategies for teaching for and with metacognition.
Metacognition, sometimes described as “thinking about your own thinking,” refers to knowledge about one’s own thoughts and cognitive processes as well as the cognitive regulation involved in directing one’s learning. Engaging in metacognition allows learners to recognize gaps in their knowledge or difficulty in acquiring new information, as well as to identify and integrate new knowledge into their existing cognitive framework.
Teaching Tip: Build in class time for students to reflect on and assess their learning–individually and in collaboration with their peers. Ask students to write a 1-minute reflection paper at the end of a class session with the prompt: what is your main takeaway from today’s class?
“It was effortless to join the program because of the flexibility built into it–there are numerous routes to complete most deliverables and, best of all, my previous CTL work was accounted for in one way or another!”
In this Spotlight story, Zachary Domach, Ph.D. Candidate in the Department of Religion, shares his experience as a Pilot Participant in the Teaching Development Program. He discusses how the TDP has encouraged him to reflect on his teaching practices and how his participation has prepared him to represent his teaching in the job market.
Request an in-person consultation to get support for your teaching and learning needs throughout the year. Email CTLfaculty@columbia.edu to set up an appointment with a trained teaching consultant.
Faculty, staff, and postdocs can request confidential teaching observations to receive individualized feedback on their teaching.
CTL workshops offer opportunities for Columbia faculty to explore teaching tools and approaches with the support of CTL staff and colleagues. Workshops are held at Butler Library and CUIMC locations. Visit the CTL website to register for upcoming workshops and events, including:
- Teachers’ Lounge: Motivation and Agency in the Learning Process
- Metacognition as a Tool for Equity in the Classroom
Request an in-person teaching consultation to receive individualized advice on your teaching, integrating your teaching and research, or developing teaching materials for the job market. You can request a consultation via an online form.
Find out about the CTL new program for documenting and reflecting on your teaching development across the arch of your graduate school career. Learn more.
Graduate students can request confidential teaching observations to receive individualized feedback on their teaching.
CTL workshops offer opportunities for Columbia graduate students to explore teaching tools and approaches with the support of CTL staff and colleagues. Workshops are held in Butler Library unless otherwise indicated. Visit the CTL website to register for upcoming workshops and events, including: