by Charity Peak, U.S. Air Force Academy* Faculty often complain that students don’t complete reading assignments. When students do read, faculty yearn for deeper analysis but can’t seem to get it. With SAT reading scores reaching a four-decade low (Layton & Brown, 2012) and nearly forty percent of postsecondary learners taking remedial coursework (Bettinger & Long, 2009), it’s not surprising… Read more »
by Roman Taraban, Texas Tech University “Picky, picky” is a phrase we use to gently chide someone for being overly selective when making an apparently simple choice. However, being picky is not always a bad thing, as I will try to show. Oddly enough, this phrase comes to mind when thinking about thinking about thinking, i.e., thinking about metacognition. To… Read more »
Antonio Gutierrez explores some of the ways strategy training can be used to encourage metacognitive development. You might find the table summarizing metacognitive strategies and their relation to comprehension monitoring to be especially useful.
by Ed Nuhfer and Karl Wirth http://www.calstate.edu/itl/documents/ITLFeb72014EN_KW_final.pdf This very informative and useful set of webinar slides (supported by the CSU Institute for Teaching and Learning) starts with a discussion of metadisciplines, pointing out that “A realization that arises from becoming educated: every metadiscipline offers a valuable way of knowing.” Following that, the presenters discuss three types of learning (knowing, skills and reasoning), and assert that “Ideally, a curricula should help students become mindful of how to distinguish the three and how to learn all three effectively.” They present data showing that most courses in… Read more »