Basic Skills in Complex Contexts

FIN Commons

Exploring Routines for Instruction

Posted by Jan Connal on October 13, 2010 in Uncategorized with No Comments


Exploring Routines for Instruction

Student Co-Inquirers and the Observation Protocol

Posted by Jan Connal on April 21, 2010 in Uncategorized with No Comments


Pre-Algebra Think Alouds

Posted by Jan Connal on July 6, 2009 in Making Visible, Math, Metacognition, Student Voice, Think Alouds, Video Evidence with 1 Comment


This video shows several students solving the same pre-algebra think aloud. The Cerritos College FIN Team is looking for statements revealing student metacognitive self-regulation (see elements and example statements below).

Metacognitive Self-Regulation Elements

Problem Analysis (“This problem is asking ….”)

Strategy selection based on problem requirements (“I need to make a table.”)

Intentional use of strategy (“I’m going to avoid careless mistakes.”)

Self-evaluation (“How does my equation relate to the information given?”)

Strategic adjustments given perceived progress (“Let’s step back and take a break to rethink our approach, given data provided.”)

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Cerritos College Academic Habits of Mind Survey

Posted by Jan Connal on June 29, 2009 in Identity, Learning to Learn, Metacognition, Surveys with 1 Comment


Cerritos College Habits of Mind Survey

Cerritos College FIN Progress Report, Summer 2009

Posted by Jan Connal on June 25, 2009 in Identity, Math, Metacognition, Student Interviews, Video Evidence with No Comments


Cerritos College FIN Progress Report, Summer 2009

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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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