This document discusses the concepts of mindfulness, metacognition, and their implications for pedagogy and teaching. It addresses how mindfulness and metacognition can cultivate reflective action over routine action in teaching. Examples are provided to illustrate mindfulness, metacognition, knowledge, experiences, and regulation of cognition. The document also discusses building presence through voice, body language, and attitude. Implications for encouraging student metacognition and reflective participation are outlined.

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
&

18. T H R E E - Q U E S T I O N R E F L E C T I O N

19. 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

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
+
M E T A C O G N I T I O N
=

22. 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

23. 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

24. 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

31. 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

32. M I N D F U L N E S S
M E T A C O G N I T I O N
&

33. M I N D F U L N E S S

37. P E R F E C T I O N I S M

38. I M P O S T U R E

39. A N X I E T Y

40. A N X I E T Y
s k i l l

41. I M P O S T U R E
s k i l l
i n s i g h t

42. 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

43. 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

44. 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 ff e c t i v e

45. 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 ff 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

46. 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

47. 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

48. w a r m u p
c h a n g e y o u r i n fl 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

49. B O D Y
B U I L D I N G P R E S E N C E

50. 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

51. gesture
consciously
strike natural
poses & find
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

52. Tension = energy, channel it wisely
Moderate your caffeine intake
Know your stuff (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

53. B U I L D I N G P R E S E N C E
A T T I T U D E

54. B U I L D I N G P R E S E N C E
A T T I T U D E

55. B U I L D I N G P R E S E N C E
A T T I T U D E

56. 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

57. 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

58. M I N D F U L N E S S

63. A F F E C T / I N T E L L E C T

64. * 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

65. K N O W L E D G E
{
{

66. K N O W L E D G E
E X P E R I E N C E S
{
{

67. 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 ffi 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

68. 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 ffi 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

69. C U R R Y S
O N I O N
M O D E L}
learning styles
: 1983

70. 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

71. 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

72. 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

73. }
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

74. R E G U L A T I O N
{
{

75. 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
{
{

77. 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

78. C. Booth: Reflective Teaching, Effective Learning (2011)

80. 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

81. 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 fl 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 fi c a t i o n

82. 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

83. 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

84. 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 fl e c t i v e r e s p o n s e

85. 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 fi c a t i o n
i t e r a t i o n

87. M I N D F U L N E S S
+
M E T A C O G N I T I O N
=

89. A F F E C T / I N T E L L E C T

91. 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 .

92. 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 .

93. 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
reflective thinking to the educative
process. Boston: D.C. Heath and Co.

94. 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