Landon, A. M. (2023, July), GIFTS: Metacognition reflection notecard: A 5-minute daily class activity to drive self-efficacy, classroom engagement, and community   Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee. 10.18260/1-2--44840

\bibitem{asee_peer_44840}
  Landon, A. M. (2023, July), \emph{GIFTS: Metacognition reflection notecard: A 5-minute daily class activity to drive self-efficacy, classroom engagement, and community }
  Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee.
  10.18260/1-2--44840

Alex Maley Landon.  "GIFTS: Metacognition reflection notecard: A 5-minute daily class activity to drive self-efficacy, classroom engagement, and community ".  14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July.  ASEE Conferences, 2023.  https://peer.asee.org/44840 Internet.  21 Dec, 2024

\bibitem{asee_peer_44840}
  Alex Maley Landon.
  "GIFTS: Metacognition reflection notecard: A 5-minute daily class activity to drive self-efficacy, classroom engagement, and community ".
  \emph{14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44840 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_44840
author = "Alex Maley Landon"
title = "GIFTS: Metacognition reflection notecard: A 5-minute daily class activity to drive self-efficacy, classroom engagement, and community "
booktitle = "14th Annual First-Year Engineering Experience (FYEE) Conference"
year = "2023"
month = "July"
address = "University of Tennessee in Knoxville, Tennessee"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44840}
number = {10.18260/1-2--44840}
}

TY  - CPAPER
AB  - At the end of every freshman engineering class, I hand out a notecard and ask students to write their responses to three simple but powerful questions:
1. What's the most important concept you learned today that you want to remember?
2. Is anything unclear to you after today's class? Are there any outstanding questions still on your mind?
3. What is one song you'd like to be added to our class playlist? Include your name if you want credit for your song choice.
I review these notecards at the end of every class and use the responses to Question 1 to understand which lessons resonated with students. I use the answers to Question 2 to populate a shared Running Questions & Answers document (created using Google Docs). I add the student-generated questions and my answers to this document, which the entire class has access to. This helps to clarify confusion quickly and to demonstrate to nervous students that they aren't the only ones with questions. Finally, I use the answers to Question 3 to build our class's shared Spotify playlist and to provide incentive for the students to complete the reflection. Before each class starts and during our breaks, I play a randomly-selected song from the playlist. There are significant benefits to this simple practice. Many students shared that they have implemented personal metacognition reflections at the end of all their classes. Students take more control of their own learning as they become better at understanding where they need clarification on a topic and where they just need more practice. The openness to questions and shared playlist fosters a strong and inclusive classroom culture, as students have something to talk about with music at the beginning of every class. The 5-minute notecard can be implemented in any level course without taking significant time away from instruction in order to help students’ self efficacy, create engaged classrooms, and build a supportive engineering community.

AU  - Alex Maley Landon
CY  - University of Tennessee in Knoxville, Tennessee
DA  - 2023/07/30
PB  - ASEE Conferences
TI  - GIFTS: Metacognition reflection notecard: A 5-minute daily class activity to drive self-efficacy, classroom engagement, and community 
UR  - https://peer.asee.org/44840
DO  - 10.18260/1-2--44840
ER  -