Creating a Culture of Thinking: Metacognition in the Classroom will help educators from all age groups and disciplines learn to promote critical thinking in the classroom to help students become active and engaged in their own education. Participants will learn how to make thinking more visible to students and thereby supports students’ own metacognitive awareness and growth.
Number of Units: 2.0 graduate level extension credit(s) in semester hours
Who Should Attend: This course provides continuing education for teachers (K-12) who want to learn brain-based strategies to promote critical thinking with their students to foster a culture of engagement and learning.
Course Materials: Text, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools by Ron Ritchhart, available at Amazon.com or your local bookstore.
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Online fixed-date courses are delivered virtually but follow a predetermined schedule, requiring students to complete assignments, participate in discussions, and take assessments by specific deadlines—much like a traditional classroom. The key difference is that while traditional courses are conducted in person at set times and locations, online fixed-date courses allow students to engage remotely, offering more flexibility in where they learn while preserving structure and accountability through fixed timelines. (Note: Any scheduled Zoom sessions will be outlined on the class schedule.) These courses have fixed start and finish dates, but as an online student you will have 24/7 online access to your classroom assignments, syllabus and course resources. Instructor feedback is shared along with the graded assignments.
How is the learning structured? Each online fixed-date course is asynchronous, meaning that you can work on your assignments anytime, although you are required to complete the assignments by specific dates. The course is designed with learning modules where all of the content is grouped into weekly assignments. Each module covers one or more topics. Within each of the learning modules, you can expect the following components:
• Module introduction that outlines what you can expect to learn in the module.
• Required readings (textbook, articles, journals, etc.) and presentations (audio and/or video).
• Assignments with due dates (which may include: written assignments, journal entries, research, blogs, etc.) based on the readings and presentations.
• Discussion forum where you answer prompts from the instructor and interact with your classmates.
• Module conclusion to review the topics and what you should have learned.
Typically, there is a final project, paper, or exam due in the last module that culminates all of the topics covered in each of the learning modules. You’ll find that the design of the learning modules has a rhythm to help you manage your time in the course.
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