Monthly Archives: July 2014

Meta-Teaching: Improve Your Teaching While Improving Students’ Metacognition

Aaron Richmond’s “Meta-Teaching: Improve your Teaching while Improving Students’ Metacognition” argues that instructors should be metacognitive about their own teaching practice as they plan, choose instructional strategies, monitor student learning, and evaluate the efficacy of learning strategies.

Promoting Student Metacognition

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by Kimberly D. Tanner This article starts out with two student scenarios with which many faculty will easily resonate (one student with poor and one with good learning skills), and which help make the case for the need to incorporate metacognitive development in college courses. Kimberly then shares some activities and a very comprehensive list of questions that instructors might… Read more »

Teaching Metacognition to Improve Student Learning

By: Maryellen Weimer, PhD; published in Teaching Professor Blog October 31, 2012 This blog post offers suggestions for manageable approaches to getting students started in metacognitive types of reflection. Her suggestions are modifications of some shared by Kimberly Tanner in her article on “Promoting Student Metacognition”. Maryellen also astutely points out that, “When you start asking questions about learning, I wouldn’t… Read more »

Promoting general metacognitive awareness

This informative article by Gregory Schraw begins with a distinction between knowledge of cognition and regulation of cognition (lots of great references included), continues with a a discussion of generalization and a summary of some additional research that examines the relationship between metacognition and expertise (cognitive abilities), and finishes with several strategies that instructors can use to develop both metacognitive awareness… Read more »

Metacognition for Guiding Students to Awareness of Higher-level Thinking (Part 2)

Part II of Ed Nuhfer’s blog, Metacognition for Guiding Students to Awareness of Higher-level Thinking (Part 2), gives an overview of two exercises that “show how the research that informs what we should be ‘thinking about’ can be converted into metacognitive components of lessons.” He also includes a link to the full exercise modules, which contain detailed descriptions of why and how to incorporate the activities.

Metacognition for Guiding Students to Awareness of Higher-level Thinking (Part 1)

Part 1 of 2 posts by Ed Nuhfer, Metacognition for Guiding Students to Awareness of Higher-level Thinking, sets up a major short-coming of most college education programs and introduces Perry’s Stages of Adult Intellectual Development. This post hits me as a “Call to Action” that we need to all take to heart.

Using metacognition to uncover the substructure of moral issues

In this post, John Draeger shares some of the approaches he uses when teaching his philosophy course.  I especially like his summary of the outcome, “students can begin to ‘think like a philosopher.’ It puts them in a position to move beyond mere coffee shop conversation and the rehash of media pundit drivel towards a more careful consideration of the issues.” 

Breaking through the barriers to learning

by David Westmoreland, U.S. Air Force Academy* Teachers of science increasingly find themselves entangled in social controversies. This is true for physicists teaching about the origin of matter, geologists discussing the age of the planet, biologists teaching evolution, and climatologists teaching about global warming. In most cases, the science is relatively clear, and there is little controversy within the scientific… Read more »