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SUMMARY:Supporting Student Learning Through Metacognitive and Motivational Strategies
DESCRIPTION:Join us for the last talk in our 2022-23 Speaker Series: Reigniting the Spark of Learning\n\n\n\nSupporting Student Learning Through Metacognitive and Motivational Strategies\n\n\n\nDr. Cristina D. Zepeda\, Assistant Professor of Psychology and Human Development\, Vanderbilt University\n\n\n\nAs students advance in their educational trajectories\, there is an increasing demand for them to independently monitor and control their own learning. Two complementary constructs that inform how students regulate their learning are their metacognitive and motivational processes and strategies. Metacognition consists of knowledge and skills that enable learners to monitor their thoughts and take action when they are not learning effectively. Likewise\, motivation is also integral to how learners think about their abilities and motives\, which can impact their learning trajectories through persistence and effort or lack thereof. But how do we support students in engaging in these strategies effectively?The goals of this talk are to: \n\n\n\n\nDescribe how students metacognitively and motivationally regulate their learning.\n\n\n\nProvide concrete examples of how to support these two types of learning strategies in and out of the classroom.\n\n\n\nHighlight how we can equitably and inclusively support students in these endeavors.\n\n\n\n\nAll are welcome!  \n\n\n\n\n\n\n\n\n\n\n\n\n\nAbout the Speaker\n\n\n\n\n\n\n\n\n\n\n\nCristina D. Zepeda\, Ph.D. (she/her) is an Assistant Professor of Psychology and Human Development at Vanderbilt University\, where she directs the Advancing Learning Lab. Dr. Zepeda received her Ph.D. from the University of Pittsburgh in 2018\, where she worked at the Learning Research and Development Center. From there\, she went on to complete her postdoctoral training in Education and Psychological & Brain Sciences at Washington University in St. Louis. In her research\, Dr. Zepeda applies theories of cognition and motivation to educational practice and investigates how students regulate and adapt their learning processes. In particular\, she examines how metacognition\, motivation\, and other instructional techniques can inform our understanding of learning and transfer with the goal of making education more equitable.
URL:https://tll.mit.edu/event/supporting-student-learning-through-metacognitive-and-motivational-strategies/
LOCATION:Zoom
CATEGORIES:Speaker Series
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SUMMARY:2023-2024 Teaching Development Fellows
DESCRIPTION:Applications are now open for the 2023-2024 Teaching Development Fellows Cohort. The deadline for applying is Monday\, May 22\, at 11:59 pm (ET)\n\n\n\n\n\n\n\nInformation Session\n\n\n\nIf you were unable to attend this year’s information session\, you can view the recording below. If you have additional questions\, contact Ben Hansberry\, Associate Director for Graduate Student Teaching\, or your department’s current fellow. \n\n\n\n\n\n\n\n\n\nAbout the Fellowship\n\n\n\nFellows work within an interdisciplinary network of peers dedicated to teaching and learning. They receive training and mentorship in teaching from TLL in order to design and lead independent\, department-based workshops and events (in-person or remote) aimed at improving teaching skills among MIT’s grad students.  \n\n\n\nFellows should plan to commit approximately 8-10 hours per month from August to May to achieve the work associated with this program. Their work is supported by each fellow’s department with a total stipend of $2\,100. There are also a number of at-large positions available\, supported directly by the TLL. \n\n\n\nEligibility Requirements\n\n\n\nApplicants must be graduate students in good academic standing with at least one semester of teaching or TA experience. Priority will be given to applicants who demonstrate a commitment to developing a community of evidence-based and reflective teaching in their departments\, have additional teaching experience\, and/or have already completed the Kaufman Teaching Certificate Program (KTCP)\, Grad Teaching Development Tracks\, or equivalent training.* \n\n\n\nSelected applicants who have not previously completed KTCP will receive additional training during summer\, 2023 before beginning the program.  \n\n\n\n*Examples of equivalent training are achieving an undergraduate or graduate degree in education\, or completing the CIRTL MOOC\, NSF GK12 program\, or MIT Scheller Teacher Education Program. \n\n\n\nApplication Details\n\n\n\nThe online application will ask you for the following: \n\n\n\n\nContact and department information \n\n\n\nPrevious participation in teaching development programming\n\n\n\nShort answer questions on the following topics:\n\nChallenges to developing teaching skills for graduate students in your department and proposals for how a fellow might address these challenges\n\n\n\nDescription of teaching philosophy and teaching methods currently in use or planned\n\n\n\nDescription of teaching training\n\n\n\nDescription of prior leadership experience\n\n\n\n\n\nApplicants must also upload a current CV which includes teaching experience\n\n\n\n\nWe are also excited to announce several at-large positions for fellows who design programs to support graduate students across the entire Institute and focus on a particular audience or topic. \n\n\n\nIf you are interested in being considered for this kind of position\, please also identify what topics or audiences you would be interested in supporting. Previous at-large fellows have included: \n\n\n\n\nSupporting English-as-a-second-language TAs. This at-large fellow supports the particular challenges of ESL TAs\, including supporting communication skills\, challenges of teaching as a non-native English speaker\, and social aspects of teaching in your non-native language.\n\n\n\nSupporting graduate student mentors. This at-large fellow supports the teaching activities of graduate student mentors\, working in collaboration with the UROP office. Past projects have included running grad student mentor trainings\, supporting mentor-mentee communication\, and contributing to a mentoring handbook.\n\n\n\nSupporting diversity\, equity\, and inclusion. This at-large fellow supports DEI initiatives across the Institute in collaboration with the TLL. Projects could include designing inclusive teaching workshops or identifying systemic barriers to inclusive teaching that graduate students can help to address.\n\n\n\nSupporting peer observation. This at-large fellow conducts teaching observations for graduate students and provides feedback. Projects could also include coordinating peer-observation programs or designing observation protocols.\n\n\n\n\nUpon completion of the application\, your advisor or graduate officer (identified in the application) will be contacted to confirm good academic standing and to acknowledge prospective participation. A letter of reference is not required.  \n\n\n\nFellows are selected by a committee of TLL staff and former fellows in consultation with their departments. All materials must be received no later than Monday\, May 22\, 2023. \n\n\n\nApply Here
URL:https://tll.mit.edu/event/tdfn-23-24/
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