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Events

Developing Critical Reading through Metacognitive Strategies

Feb
04
Mon

Instructors often report that their students can't or don't read assigned texts in their classes. In this hands on workshop, participants will think about the role of reading for learning in their courses and practice metacognitive strategies that can help students read with purpose and develop as critical readers. This session will be offered again on April 18th.

Asking the Right Questions to Develop Critical Readers

Feb
12
Tue

Many instructors acknowledge the value of asking students questions to prompt discussion or deepen understanding, yet many of us lack confidence or experience in creating truly effective questions for our students.

Critical Reading and Information Literacy

Feb
21
Thu

Students' use of self-selected texts in research projects is often shallow, demonstrating a lack of deep understanding of authors' arguments, conceptual frameworks, methods, and conclusions.

Critically Reading the Screen

Mar
06
Wed

Multimodal texts--those that occupy more than one approach simultaneously such as websites, which have textual, visual, and often audio elements--can be challenging for students to read critically and for us to teach with an eye toward metacognition. How does one annotate a blog post? How can a student read a YouTube video with purpose? Can a piece of music be summarized?

Increasing Student Motivation to Read Class Assignments

Mar
19
Tue

Faculty often lament their students’ lack of attention to course reading assignments and spend valuable class time summarizing key points from the reading. What if students came to class prepared to work with ideas from their course texts? This session will present classroom practices and assignments that encourage active, critical reading.

Developing Critical Reading through Metacognitive Strategies

Apr
18
Thu

Instructors often report that their students can't or don't read assigned texts in their classes. In this hands on workshop, participants will think about the role of reading for learning in their courses and practice metacognitive strategies that can help students read with purpose and develop as critical readers. This is a repeat of the session offered on February 4.

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