In this post, Arthur Costa and Bena Kallick describe the skills, thought processes, and indicators of highly metacognitive persons.
Aaron S. Richmond Metropolitan State University of Denver How many times has a student come to you and said “I just don’t understand why I did so bad on the test?” or “I knew the correct answer but I thought the question was tricky.” or “I’ve read the chapter 5 times and I still don’t understand what you are… Read more »
Dr. Stephen Chew argues that, without metacognitive awareness, attempts at scaffolding may only create overconfidence in students without any learning. He uses the example of exam reviews to support his argument and follows with some ideas he has for intertwining metacognition with scaffolding in order to maximize its benefits.
In this post, Ashley Welsh describes her investigation of students’ metacognitive development in a large introductory organic chemistry course using pre/post metacognitive instrument, a student feedback survey, classroom observations, and student interviews. Her findings offer suggestions for course design and specific reasons why many students might struggle to implement metacognitive strategies.
Clinical Supervision is a model of supervisor (or peer) review that stresses the benefits of a teacher-led self-analysis of teaching in the post-conference versus a conference dominated by the judgments of the supervisor. Through self-reflection, teachers are challenged to use metacognitive processes to determine the effects of their teaching decisions and actions on student learning. The Clinical Supervision model is… Read more »