Chris Was shares a unique testing approach he and Randy Isaacson developed to help students improve their knowledge monitoring accuracy: the variable weight – variable difficulty test that uses a left-right column format. This approach is one we could easily adapt to many types of testing formats and disciplines.
Lauren Scharff’s blog post, “Incorporating Metacognitive Leadership Development in Class,” focuses on the use of reflective journals to encourage metacognitive learning. The journals provided students with regular opportunities to practice asking reflective questions concerning the connections between course content and their personal experiences, and leadership development. She includes some encouraging student comments related to the impact of the approach. Check out the linked question prompts for reflective journaling that can be found in the new “shared teaching ideas” section of the site.
Constructed by Rayne Sperling and Gregory Schraw (1994), the Metacognitive Awareness Inventory (MAI) is a well established and useful assessment of metacogntion. The MAI has been used in hundreds of studies, ranging from basic to applied research. It is a 52-item inventory with two broad categories (i.e., knowledge of cognition and regulation of cognition), with several sub-categories. Schraw, G., &… Read more »
Suzanne Schellenberg, Meiko Negishi, and Paul Eggen (2011) from the University of North Florida describe a useful method to increase the metacognition of their students. They found that when educational psychology students were taught specific encoding strategies they academically outperformed a control group in learning course material. Schellenberg, S., Negishi, M., & Eggen, P. (2011). The Effects of Metacognition and Concrete… Read more »
Joanne Brownlee, Nola Purdie, and Gillian Boulton-Lewis (2010) describe an interesting method to increase student’s epistemological beliefs using reflective journal assignments. Brownlee and colleagues found that when students engaged in these reflective practices, they had significantly improved their epistemological beliefs over that of students who did not complete these activities. Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological… Read more »
Steven Fleisher’s “Metacognition and reflective teaching” considers three aspects of metacognitive training — metacognitive knowledge, metacognitive monitoring, and metacognitive control. You might be especially intrigued by the reflective exercises for students at the end of the post.
If you have a planned, new, or ongoing project for which you’d like collaborators from other institutions, submit a short description and explain the type of collaboration you are requesting. For example, you might need statistical assistance, you might want someone to try your approach using a different student population, etc. Use the comment feature to submit your post. Thursday, August… Read more »
If you are interested in designing a research project that investigates the impact of your incorporation of metacognitive strategies in your classroom, use the comment feature to submit a short description of your idea and questions. The Improve with Metacognition creators and consultants will try to assist you, and other site visitors might also comment on your post. Note that… Read more »
Briefly explain the assignment. Help others understand how you’ve used it. For example, in what level course have you used this? What is the best thing about this assignment? What is a limitation of this assignment? Share by using the comments feature for this post. If you have a handout to share with more detail, please email it with a… Read more »
Briefly explain the activity. Help others understand how you’ve used it. For example, have you used this in small or large classes? What is the best thing about this activity? What is a limitation? Share by using the comments feature for this post. If you have a handout to share with more detail, please email it with a short note linking… Read more »
James Rhem’s “Waves of Insight about Teaching and Learning” highlights the recent efforts by the National Teaching and Learning Forum to promotemetacognition. The post includes an invitation to contribute to the ongoing conversation.