Metacognition, Active Learning, and Supportive Technology in the Literature or Composition Classroom

full name / name of organization: 
Charles A. S. Ernst / College English Association
contact email: 
cernst@hilbert.edu

500-word proposals for 15-minute papers/presentations on the use of metacognition strategies in the context of active learning & appropriate technological support in teaching literature or composition in classroom settings. Metacognition encompasses “learning how we learn” activities and techniques. Active learning presumes learner-based instruction, and may include problem-based learning, inquiry-based learning, collaborative learning, or other forms of active learning, including the use of technology—PowerPoint, SmartBoards, clickers, the Internet (e.g., YouTube, Facebook, other learning sites/styles).

The form(s) discussed can be new in themselves or a novel use of an older modality, particularly regarding the effectiveness of such a scheme as tested with success in the classroom, perhaps accompanied by cautionary tales of what worked less well. Close attention to how to frame such metacognitive, active learning &/or IT models for effective use to ensure student participation is welcomed. Finally, attention to the literature on the subject to show the relation of what you are doing to what has been done, including theoretical concerns, remains an important consideration.

cfp categories: 
african-american
american
childrens_literature
eighteenth_century
medieval
modernist studies
poetry
renaissance
rhetoric_and_composition
twentieth_century_and_beyond
victorian