1.T H I N K I N G a b o u t T E A C H I N G : M I N D F U L N E S S M E T A C O G N I T I O N a s P E D A G O G Y &

2. T H I N K I N G a b o u t T E A C H I N G : M I N D F U L N E S S M E T A C O G N I T I O N a s P E D A G O G Y & @ c h a r b o o t h# m e t a t x l a 3. a s P E D A G O G Ys l i d e s h a r e . n e t / c h a r b o o t h T H I N K I N G a b o u t T E A C H I N G : M I N D F U L N E S S M E T A C O G N I T I O N & 4. a s P E D A G O G Y T H I N K I N G a b o u t T E A C H I N G : M I N D F U L N E S S M E T A C O G N I T I O N & 5. M I N D F U L N E S S M E T A C O G N I T I O N & 6. M E T A C O G N I T I O N 7. M E T A C O G N I T I O N 8. M I N D F U L N E S S 9. M I N D F U L N E S S 10. M I N D F U L N E S S M E T A C O G N I T I O N & 11. M I N D F U L N E S S M E T A C O G N I T I O N & 12. T H R E E - Q U E S T I O N R E F L E C T I O N 13. s l i d e s h a r e . n e t / c h a r b o o t h T H R E E - Q U E S T I O N R E F L E C T I O N 14. M I N D F U L N E S S + M E T A C O G N I T I O N = 15. M I N D F U L N E S S + M E T A C O G N I T I O N = 16. R E F L E C T I V E A C T I O N R O U T I N E A C T I O N 17. i m p u l s e t r a d i t i o n a u t h o r i t y R O U T I N E A C T I O N 18. w h o l e h e a r t e d n e s s r e s p o n s i b i l i t y o p e n - m i n d e d n e s s R E F L E C T I V E A C T I O N D e w e y , 1 9 3 3 ; G r a n t & Z e i c h n e r , 2 0 0 1 19. b e l l h o o k s p a o l o f r e i r e j o h n d e w e y 20. M I N D F U L N E S S M E T A C O G N I T I O N & 21. M I N D F U L N E S S 22. P E R F E C T I O N I S M 23. I M P O S T U R E 24. A N X I E T Y 25. A N X I E T Y s k i l l 26. I M P O S T U R E s k i l l i n s i g h t 27. P E R F E C T I O N I S M s k i l l i n s i g h t i n t e n t i o n 28. M I N D F U L P E D A G O G Y c o n s c i o u s o f p o w e r & p r i v i l e g e c o m f o r t a b l e w i t h u n c e r t a i n t y e m p a t h e t i c c o n s c i o u s o f c a p a c i t y 29. M I N D F U L P E D A G O G Y t e a c h i n g p h i l o s o p h i e s p e e r / s e l f o b s e r v a t i o n p r e s e n c e o f v o i c e / b o d y / a t t i t u d e e m u l a t e t h e e e c t i v e 30. M I N D F U L P E D A G O G Y t e a c h i n g p h i l o s o p h i e s p r e s e n c e o f v o i c e / b o d y / a t t i t u d e e m u l a t e t h e e e c t i v e p e e r / s e l f o b s e r v a t i o n 31. V O I C E B O D Y A T T I T U D E B U I L D I N G P R E S E N C E 32. l o w v o l u m e t h r o a t c l e a r i n g s p e a k i n g t o o q u i c k l y m o n o t o n e / r o b o t v o i c e m u m b l i n g C O M M O N I S S U E SV O I C E B U I L D I N G P R E S E N C E 33. w a r m u p c h a n g e y o u r i n e c t i o n i n c r e a s e v o l u m e b r e a t h e c r e a t e v a r i a t i o n * m o d e * a u d i e n c e T R I A G E T I P SV O I C E B U I L D I N G P R E S E N C E 34. B O D Y B U I L D I N G P R E S E N C E 35. gaze evasion & scowling odd and/or compulsive gestures slouchy or rigid stance exaggerated movements or rigidity COMMON ISSUES B U I L D I N G P R E S E N C E 36. gesture consciously strike natural poses & nd anchors move deliberately & slowly T R I A G E T I P S B U I L D I N G P R E S E N C E maintain eye contact & relax your face 37. Tension = energy, channel it wisely Moderate your caeine intake Know your stu (e.g., prepare) Look good (whatever that means) Warm up body and voice Breathe deeply & check in Rehearse & review Concentrate on learners, not on yourself B U I L D I N G P R E S E N C E 38. B U I L D I N G P R E S E N C E A T T I T U D E 39. B U I L D I N G P R E S E N C E A T T I T U D E 40. B U I L D I N G P R E S E N C E A T T I T U D E 41. persona B U I L D I N G P R E S E N C E A T T I T U D E 42. enthusiasm + passion + interest = B U I L D I N G P R E S E N C E A T T I T U D E 43. M I N D F U L N E S S 44. A F F E C T / I N T E L L E C T 45. * S O C I A L F A C T O R S * C U L T U R A L F A C T O R S * M E N T O R I N G / I N S T R U C T I O N * D E V E L O P M E N T A L F A C T O R S 46. K N O W L E D G E { { 47. K N O W L E D G E E X P E R I E N C E S { { 48. K N O W L E D G E E X A M P L E S p e r c e p t i o n s o f d e v e l o p m e n t e a s e a n d d i c u l t y u n d e r s t a n d i n g s o f s e l f / o t h e r l e a r n i n g s t y l e s 49. K N O W L E D G E E X A M P L E S p e r c e p t i o n s o f d e v e l o p m e n t e a s e a n d d i c u l t y u n d e r s t a n d i n g s o f s e l f / o t h e r l e a r n i n g s t y l e s 50. C U R R Y S O N I O N M O D E L} learning styles : 1983 51. 1 : C O G N I T I V E P E R S O N A L I T Y 4 : I N S T R U C T I O N A L P R E F E R E N C E 3 : S O C I A L I N T E R A C T I O N 2 : I N F O R M A T I O N P R O C E S S I N G learning styles 52. E X P E R I E N C E E X A M P L E S ( m i s ) u n d e r s t a n d i n g t h r e s h o l d c o n c e p t s p e r c e p t i o n s o f f a i l u r e / s u c c e s s r e v i s i n g an opinion 53. E X P E R I E N C E E X A M P L E S ( m i s ) u n d e r s t a n d i n g r e v i s i n g an opinion t h r e s h o l d c o n c e p t s p e r c e p t i o n s o f f a i l u r e / s u c c e s s 54. } t h r e s h o l d c o n c e p t s t r a n s f o r m a t i v e i n t e g r a t i v e i r r e v e r s i b l e b o u n d e d t r o u b l e s o m e 55. R E G U L A T I O N { { 56. A C T I O N S S T R A T E G I E S R E G U L A T I O N { { 57. R E G U L A T I O N O F C O G N I T I O N p l a n n i n g e v a l u a t i o n m o n i t o r i n g P E D A G O G Y 58. C. Booth: Reective Teaching, Eective Learning (2011) 59. During any teaching scenario, pay particular attention to your Xs. S T R E N G T H S & W E A K N E S S E S 60. I L s k i l l s a n d m e t a c o g n i t i o n i n t e r p r e t a t i o n r e e c t i o n e v a l u a t i o n r e v i s i o n j u s t i c a t i o n 61. i m p l i c a t i o n s f o r p e d a g o g y s h a r e r a t i o n a l e ( s ) f o r i m p o r t a n c e e n c o u r a g e m e t a c o g n i t i v e p a r t i c i p a t i o n highlight your own m e t a c o g n i t i o n e x p l a i n d e c i s i o n s 62. i m p l i c a t i o n s f o r p e d a g o g y s h a r e r a t i o n a l e ( s ) f o r i m p o r t a n c e e n c o u r a g e m e t a c o g n i t i v e p a r t i c i p a t i o n highlight your own m e t a c o g n i t i o n e x p l a i n d e c i s i o n s 63. m e t a c o g n i t i v e p a r t i c i p a t i o n i d e n t i f y i n g s t r e n g t h s & c h a l l e n g e s a n a l y z i n g i n f o r m a t i o n p r i v i l e g e p o r t f o l i o s / c r i t i q u e s r e e c t i v e r e s p o n s e 64. m e t a c o g n i t i v e p a r t i c i p a t i o n g o a l s e t t i n g p l a n n i n g / o u t l i n i n g p r o c e s s j u s t i c a t i o n i t e r a t i o n 65. M I N D F U L N E S S + M E T A C O G N I T I O N = 66. A F F E C T / I N T E L L E C T 67. R E F E R E N C E S K a b a t - Z i n n , J . ( 1 9 9 0 ) . F u l l c a t a s t r o p h e l i v i n g . N e w Yo r k , N . Y : D e l a c o r t e P r e s s . Marlatt, G.A., & Kristeller, J.L. (1999). Mindfulness and meditation. In: William R. Miller, Ed; et al. Integrating spirituality into treatment: Resources for practitioners. American Psychological Association: W a s h i n g t o n , D C , U S A , 1999. p. 67-84 of xix, 293pp. Land, Meyer, & Smith. (2008). Threshold concepts within the disciplines. Rotterdam: S e n s e P u b l i s h e r s . 68. Curry, L. (1983). An Organization of Learning Styles Theory & Constructs. Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Q u e b e c , A p r i l 1 1 - 1 5 , 1 9 8 3 ) . R E F E R E N C E S Flavell, John H. "Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry." A m e r i c a n P s y c h o l o g i s t , Vol 34(10), Oct 1979, 906-91. Schraw, Gregory and Moshman, D a v i d . " M e t a c o g n i t i v e Theories" (1995). Educational P s y c h o l o g y R e v i e w 7 : 4 ( 1 9 9 5 ) , p p . 3 5 1 - 3 7 1 . 69. R E F E R E N C E S hooks, bell (1994) Teaching to Transgress. Education as the practice of freedom, London: R o u t l e d g e . Freire, P., & Ramos, M. B. (1972). Pedagogy of the oppressed. L o n d o n : P e n g u i n . Dewey, J. (1933). How we think: A restatement of the relation of reective thinking to the educative process. Boston: D.C. Heath and Co. 70. c h a r b o o t h @ g m a i l i n f o m a t i o n a l . c o m @ c h a r b o o t h C H A R B O O T H H E A D O F I N S T R U C T I O N S E R V I C E S & e - l e a r n i n g L I B R A R I A N c l a r e m o n t c o l l e g e s L I B R A R Y s l i d e s h a r e . n e t / c h a r b o o t h