In this post, Amy Ratto Parks shares an example of how to spot an opportunity for an in-the-moment metacognitive mini-lesson, making the intervention real and meaningful for her students.
Backer, Keer and Valcke’s study “explores the potential of reciprocal peer tutoring to promote both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a naturalistic higher education setting, involving 67 students tutoring each other during a complete semester.” Backer, Liesje De. (May 2012) . Exploring the potential impact of reciprocal peer tutoring on higher… Read more »
This article is about Geddes’ five tips to students who are entering college. Once you read the subtitles, I’m sure you will be intrigued to read this brief article. Five Tips Your Professors Hate Your Favorite High School Teachers! Understand the 80/20 Rule / 20/80 Rule Shift Read Material Before Class Know the Difference Between Memorizing and Learning Be Confident…. Read more »
This article “provides an overview of the conceptual and methodological issues involved in developing and evaluating measures of metacognition and self-regulated learning.” Sections in this article discuss the components of metacognition and self-regulated learning as well as the assessment of metacognition. Pintrich, Paul R.; Wolters, Christopher A.; and Baxter, Gail P., “2. Assessing Metacognition and Self-Regulated Learning” (2000). Issues in… Read more »
Blank’s study “proposes a revised learning cycle model, termed the Metacognitive Learning Cycle, which emphasizes formal opportunities for teachers and students to talk about their science ideas. Working collaboratively, the researcher and a seventh-grade science teacher developed a 3-month ecology unit based on the revised model.” Results showed that even though students that were in the metacognitive classroom didn’t gain… Read more »
Case and Gunstone conducted a study on students who were enrolled in an engineering course and after conducting series of interviews, they were able to provide detailed information about students’ metacognitive development or “lack thereof.” Jennifer Case & Richard Gunstone (2002) Metacognitive Development as a Shift in Approach to Learning: An in-depth study, Studies in Higher Education, 27:4, 459-470, DOI:… Read more »
“Schraw and Dennison (1994) developed the Metacognitive Awareness Inventory (MAI) to assess metacognitive knowledge and metacognitive regulation which they referred to as the knowledge of cognition factor and the regulation of cognition factor.” Young and Fry’s article discusses the correlations between the final course grades, GPS and MAI. (Metacognitive Awareness Inventory) Findings show that the scores on the MAI greatly… Read more »
This is the first issue of the new international journal Metacognition and Learning. Journal provides “A kaleidoscopic view on research into metacognition.” It is a great introduction to metacognition and includes ten issues “Which are by no means exhaustive.” Metacognition and Learning, 2006, Volume 1, Number 1, Page 3. Marcel V. J. Veenman, Bernadette H. A. M. Hout-Wolters, Peter Afflerbach… Read more »
Kuhn answers two “fundamental” questions in her article. “Where does metacognition come from and what kinds of it are there?” She also discusses the relationship between cognition and metacognition. Kuhn, D. (2000) Metacognitive Development. Current Directions in Psychological Science, Vol. 9, No. 5 (Oct., 2000), pp. 178-181 Metacognitive Development Tuesday, September 22, 2015
“Metacognitive knowledge is a new category of knowledge in the revised Taxonomy.” According to Pintrich, strategic knowledge, self-knowledge and the knowledge of tasks and their contexts are the three important types of metacognitive knowledge. Paul R. Pintrich (2002) The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing, Theory Into Practice, 41:4, 219-225, DOI: 10.1207/s15430421tip4104_3 The Role of Metacognitive Knowledge… Read more »
This article includes six instructional strategies that promote self-regulation and ways that motivational cognitive and metacognitive skills can be enhanced using these strategies. Research in Science Education, 2006, Volume 36, Number 1-2, Page 111. Gregory Schraw, Kent J. Crippen, Kendall Hartley Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning Tuesday, September 22, 2015
This chapter talks about the problems in students’ motivation to learn and how self-regulated learning can provide some insights to issues such as, how come students care more about their grades than learning the disciplinary content of their courses?, why do students wait until the last minute to fulfill the obligations of their courses such as studying for an exam… Read more »
This article contains findings from several different studies, and the “Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation.” Rayne A. Sperling, Bruce C. Howard, Richard Staley & Nelson DuBois (2004) Metacognition and Self-Regulated… Read more »
In this post, Chris Was shares some of his research exploring the development of metacognition in young children. He finds that the difference between predicted recall performance and actual performance supports the hypothesis that metacognition is not a single skill that children have or not, but rather it is a complex of many skills and processes the children acquire through experiences and maturation.
By Lodge and Larmar, This article focuses on how significant it is to encourage metacognitive processing as a means of increasing student retention, enhancing university engagement and lifelong learning. Larmar, S. & Lodge, J. (2014). Making sense of how I learn: Metacognitive capital and the first year university student. The International Journal of the First Year in Higher Education, 5(1)…. Read more »
“Elizabeth Yost Hammer, PhD, of Xavier University of Louisiana, discusses why psychology teachers are uniquely positioned not only to teach the content of psychology but also to teach students how to learn. Hammer presents some strategies to teach metacognitive skills in the classroom to enhance learning and improve study skills and encourages teachers to present students with information about Carol… Read more »
“Dr. Derek Cabrera is an internationally recognized expert in metacognition (thinking about thinking), epistemology (the study of knowledge), human and organizational learning, and education. He completed his PhD and post-doctoral studies at Cornell University and served as faculty at Cornell and researcher at the Santa Fe Institute. He leads the Cabrera Research Lab, is the author of five books, numerous journal articles, and a US patent. Derek discovered DSRP Theory and in this talk he explains its benefits and the imperative for making it part of every students’ life.”
In this post, Charity Peak encourages instructors to become more metacognitive about their course design and teaching practices as a means by which to address recent publications that highlight examples of poor student learning across higher education institutions.
In this blog post, Dr. Ed Nuhfer makes parallels between metacognitive awareness of academic learning to the more intuitive learning that occurs in the psychomotor domain (e.g. learning from mistakes when learning to ski or play tennis). He also highlights the powerful influence of a positive error culture, where people are encouraged to acknowledge and learn from errors rather than hide them.