Basic Skills in Complex Contexts

FIN Commons

Berkeley City College

Posted by Scott Hoshida on March 4, 2009 in Faculty Inquiry Groups (FIG), Proposals with No Comments


Revised Inquiry Plan

Revised Budget

Calender

Metacognitive Awareness Survey

Motivated Strategies For Learning Questionnaire

Student Team at BCC

FIN Focus Group/ March 09

BCC Preview: Unity

BCC: A Summary of our Inquiry


In examining student learning in basic skills writing courses, Berkeley City College English faculty have highlighted a thorny issue: Why do some students succeed in one course and then fail to transfer the skills they have learned to other courses as well as outside of the classroom? Why do some students become independent learners, able to take the skills they have learned and apply them to new situations, while others cannot complete this important step in the learning process? Based on their own observations and research, many instructors suspect that students’ understanding of themselves as learners, or meta-cognition, plays a key role in the development of independent learning skills. Given this, BCC’s inquiry will focus around the following question: What role does meta-cognition play in students’ ability to become independent learners, as measured by writing skills transference?

Team Leader:
Scott Hoshida / English
510-684-6742 Fax 510-841-7333
shoshida@peralta.edu

Team Members:
Cleavon Smith / English
Chris Lebo-Planas / English
Dona Boatright

Berkeley City College Proposal

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About FIN

The Faculty Inquiry Network’s (FIN) purpose is to support professional development which includes: conducting faculty inquiry; revisiting basic skills assumptions; interpreting and integrating data; accessing student voices; developing students as co-inquirers; making visible; using technology for teaching and learning; creating and supporting new initiatives, curriculum and program development; constructing educational tools using digital media; and hosting dialogue around student and faculty learning.

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