Steven Fleisher shares some research on self-regulated learning, and some thoughts about the foundational importance of good teacher-student relationships to support metacognition. He claims that, “where clear structures are in place (i.e., standards) as well as support, social connections, and the space for trust to develop, students have increased opportunities for exploring how their studies are personally meaningful and supportive of their autonomy, thereby taking charge of their learning.”
In part 1 of two, Ed Nuhfer urges us not to ignore the importance of affect, feelings, and emotions. More specifically, he argues that self-assessment “should include an aim towards improving students’ ability to clearly recognize the quality of ‘feels right’ regarding whether one’s own ability to meet a challenge with present abilities and resources exists.” In the upcoming second part of the post, he will consider how knowledge surveys might fine-tune that feeling.
Roman Taraban explores the role of feedback in student learning. While we know instructor feedback is essential and we know kinds of feedback are most likely to be useful, students are often reluctant to engage with feedback likely to contribute to meaningful learning. Promoting metacognition can help close the gap by prompting students to use instructor feedback to think more carefully about their own thinking.
In her blog post Cynthia Derochers shares an inspiring effort she has led at her institution, the Five GEARS for Activating Learning . The project goals are to improve student learning from inside the classroom (vs. policy modifications), promote faculty use of the current research on learning, provide a lens for judging the efficacy of various teaching strategies (e.g., the flipped classroom), and develop a common vocabulary for use campuswide (e.g., personnel communications).