Monthly Archives: March 2015

So what if ‘metacognition’ is vague!

John Draeger explores the conceptual nature of metacognition. Appealing to a model developed in legal philosophy, he concludes that the term ‘metacognition’ is vague, but this is actually desirable because it promotes dialogue about all the elements in the metacognitive constellation.

What Do We Mean by “Metacognitive Instruction”?

In this post, Lauren Scharff shares the Metacognitive Instruction research project investigators’ wrangling with what they meant by metacognition, and how that then maps to “metacognitive instruction.” To start, they claim that metacognition is the intentional and ongoing interaction between awareness and self-regulation. How does this definition resonate with you? Read the full post and share your comments!

Executive Function: Can Metacognitive Awareness Training Improve Performance?

by Antonio Gutierrez, Georgia Southern University In a recent meta-analysis of 67 research studies that utilize an intervention targeted at enhancing metacognitive awareness, Jacob and Parkinson (in press) argue that metacognitive interventions aimed at improving executive function processes are not as effective at improving student achievement as once believed by scholars and practitioners alike. In essence, the evidence in support of… Read more »

The Metacognitive Syllabus!

      1 Comment on The Metacognitive Syllabus!

By Aaron S. Richmond, Ph.D. Metropolitan State University of Denver This blog may be like no other in Improve with Metacognition (IwM). I am asking you, the readers to actively participate. Yes, I mean YOU, YOU, and YOU☺. But let me clarify—I do not ask rhetorical questions. As such, please respond using the comment function in IwM or Tweet your… Read more »

Exploring the Developmental Progression of Metacognition

Guest Blogger Sarah Bunnell explores the role of metacognition in the intellectual development of college students. In particular, she shares two recent studies. The first had students completing metacognitive portfolios. The second examined metacognition in adolescent development. Bunnell concludes, “To understand age- or college-level changes in thinking, therefore, we should focus on the developmental tasks and experiences that support this development…”