by Arthur L. Costa, Ed. D. (Professor Emeritus, California State University, Sacramento). This paper summarizes 16 attributes of what human beings do when they behave intelligently, referred to as Habits of Mind. Metacognition is the 5th mentioned (see a nice summary of all 16 on the final page). Dr. Costa points out that these “Habits of Mind transcend all subject matters commonly taught in… Read more »
In her post Cynthia Desrochers describes the successful implementation of Reciprocal Peer Coaching for Self-Reflection, an approach to instructor peer review that includes pre-observation conference, observation and data collection, data analysis and strategy, post-observation conference, and post-conference analysis. She includes a framework to guide the critical post-observation session.
This post by John Schumacher & Roman Taraban reviews their recent study of the testing effect that indicates that the benefits of retesting depended on student GPA. One hypothesis based on self-reported study strategies is that high GPA students already employ metacognitive approaches, while lower GPA students do not, which is why the teacher-enforced formative testing schedule most helps these lower GPA students.
In this post, Steven Fleisher argues that establishing a caring classroom environment will support autonomy, motivation, and self-regulation, all of which help lead to the development of a metacognitive learner. He also shares two strategies (concept inventories and collaborative learning) that have helped him support such efforts.
In this post, John Draeger describes his efforts to promote metacognition through just-in-time teaching assignments in his philosophy classes.