Abstract: Supporting Metacognition with Social Annotation will introduce attendees to social annotation tools that can be embedded in online and hybrid learning environments. The metacognitive practices that occur during reading have heretofore been difficult to ascertain without moving away from the text, but social annotation tools enable us to see what reading strategies or behaviors our students engage in during assigned readings.
This workshop will illustrate how examination of students’ social annotations can offer teachers data to better support students' metacognitive practices. The workshop is divided into 5 modules: 1) Introduction to Social Annotation; 2) Overview of Metacognitive Practices; 3) Metacognitive Strategies Assessment Demonstration; 4) Hands-On Practice with Metacognitive Strategies Assessment; and 5) Best Practices for Supporting Students as They Engage in Social Annotation. During the workshop, attendees will discover how utilizing social annotation through a metacognitive lens provides new pathways for handling class discussions, dealing with student confusion, and evaluating student learning.
Objectives
Provide an overview of social annotation tools
Provide an overview of the metacognitive practices that support knowledge development
Demonstrate methods for assessing annotations for metacognitive practices and content comprehension
Engage in hands-on practice assessing annotations for metacognitive practices and content comprehension
Discuss best practices for supporting students as they engage in social annotation
Explore other potential benefits of implementing social annotation in the classroom (e.g., community building, critical literacy)
Topical Outline
Module 1: Introduction to Social Annotation:
What is the role of reading to learn in our academic settings?
What is Social Annotation?
What are the different tools available for Social Annotation?
How does Social Annotation fit into teaching and learning?
Module 2: Overview of Metacognitive Practices
What is metacognition?
What is the role of metacognition during reading?
How is examining metacognition different from examining comprehension?
Module 3: Metacognitive Strategies Assessment Demonstration
What are the metacognitive strategies that support reading comprehension?
How do you know when students demonstrate metacognitive strategies to support reading comprehension?
Looking in depth at students’ annotations to illustrate metacognition in different settings (providing examples of the metacognitive strategies in action)
Module 4: Hands-On Practice with Metacognitive Strategies Assessment
Instructor-led whole-group guided practice
Participant-led whole-group guided practice
Small group/partner practice, with instructor-supported review
Module 5: Best Practices for Supporting Students as They Engage in Social Annotation
What is the role of instructor before, during, and after social annotation?
How can social annotation build classroom community?
How can social annotation support critical literacy?
Prerequisites
This workshop is intended for teachers and teacher educations who teach blended, hybrid, and/or online courses grades 3-20 level. It is recommended that attendees be intermediate users of educational technologies.
Experience Level
Intermediate
Qualifications
Dr. Nance S. Wilson, State University of New York at Cortland, is a professor of Literacy Education at the State University of New York at Cortland. Nance has has 20+ years’ intensive experience in education teaching language arts, reading, and science in schools. Additionally, Nance has been teaching hybrid and online courses for more than 14 years focusing on how to get students actively engage in readings. Nance will be joined by experts in literacy and online teaching from across the country with a combined 50+ years of experience: Brittany Adams, State University of New York at Cortland; Ann Van Wig, Eastern Washington University; Shuling Yang, East Tennessee State University; Jennie Baumann, Michigan State University; and Linda Smetana, California State University East Bay. Each instructor will share how social annotation has broadened their teaching and improved student learning outcomes.
Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations.
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