{"id":11303,"date":"2014-04-02T14:50:20","date_gmt":"2014-04-02T14:50:20","guid":{"rendered":"http:\/\/devuwc.cah.ucf.edu\/?post_type=avada_portfolio&p=11303"},"modified":"2015-04-03T14:51:05","modified_gmt":"2015-04-03T14:51:05","slug":"promoting-metacognition","status":"publish","type":"avada_portfolio","link":"https:\/\/cah.ucf.edu\/uwc\/portfolio-items\/promoting-metacognition\/","title":{"rendered":"Promoting Metacognition"},"content":{"rendered":"

Research Question<\/h3>\n

What are the components of decision making during consultations–and how might tutors learn to make effective decisions?<\/p>\n

Description<\/h3>\n

Communication is influenced by emotions and unconscious decisions, and the direct\/indirect dichotomy is oversimplified. Situational leadership complements the judgments tutors make about students\u2019 competence and motivation based on their writing. We can implement these by video recording our sessions, which will increase metacognition. A construct to focus on the decision making process was presented: \u201cSituational Leadership II Model\u201d<\/p>\n

Results<\/h3>\n

\tVideo recording sessions helps us think more about our practice and in different ways.<\/p>\n

Activity<\/h3>\n

\tWatch a recorded video and discuss decision points then rethink about them using the Situational Leadership II Model<\/p>\n

Impact on WC<\/h3>\n

\tInstead of observation reports, we began video recording and having debriefs instead.<\/p>\n

Other Files<\/h3>\n

Research and Situation Model Diagram<\/a><\/p>\n

Reference List<\/h3>\n

Bargh, \u201cOur Unconscious Mind\u201d
\nHershey and Blanchard<\/p>\n","protected":false},"excerpt":{"rendered":"

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