Guest blogger Michael Serra argues that students can see metacognition as a sexy topic if instructors provide students with opportunities to build confidence in self-regulation, self-explanation, and self-interrogation techniques.
By Charity Peak, Ph.D. (U. S. Air Force Academy) As part of our institution’s faculty development program, we are currently reading Carol Dweck’s Mindset: The New Psychology of Success. Even though the title and cover allude to a pop-psychology book, Dweck’s done a fabulous job of pulling together decades of her scholarly research on mindsets into a layperson’s text. After… Read more »
This post by Craig Nelson digs deeper into the challenges we face in higher education because we don’t acknowledge that most students arrive without having mastered formal (rather than concrete) reasoning. He makes several suggestions, one of which is to “Use one of the instruments for assessing concrete versus formal reasoning as a background test for all metacognitive interventions.” He also shares references to modules and scaffolded approaches that we might take to support our students as they move beyond “right-answer thinking.”
This sometimes humorous article by Justin Kruger and David Dunning describes a series of four experiments that “that incompetent individuals have more difficulty recognizing their true level of ability than do more competent individuals and that a lack of metacognitive skills may underlie this deficiency.” It also includes a nice review of the literature and several examples to support their study…. Read more »
In this post by by Leonard Geddes, Transforming Your Tutoring Program: How to Move Beyond Important to Being Impactful, he makes a case for training tutors so that they can help their clients become metacognitive learners. The post is largely an advertisement for a LearnWell webinar, but the idea of training tutors seems worthwhile. Saturday, February 14, 2015
In this post Tara Beziat shares a goal monitoring worksheet she uses to prompt her students to metacognitively think about their learning goals for her classes throughout the semester. She has found that students show tangible growth and report great personal benefit, both in her classes and beyond.