Monthly Archives: March 2017

The Strategy Project

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This study presents an instructional method that requires deliberate practice of self-regulated learning strategies including active reading, management of study time and achievement goals, proactive interaction with faculty, and metacognitive reflection within the context of a student-selected course. Four instructors implemented the assignment–called “The Strategy Project”–in their first-year seminar courses, and student reflection papers were analyzed for emerging themes. These themes… Read more »

Joining Forces: The Potential Effects of Team-Based Learning and Immediate Feedback Assessment Technique on Metacognition

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by Aaron S. Richmond, Ph. D., Metropolitan State University of Denver As a standalone assessment tool, the Immediate Feedback Assessment Technique (IF-AT) has been demonstrated to affect student learning and students’ perceptions of the teacher (e.g., Brosvic et al. 2006; Slepkov & Sheil, 2014) and possibly improve metacognition (see Richmond, 2017). However, can IF-AT be combined with a cooperative learning activity… Read more »

Does a Machine Have Metacognition?

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In this post, Dr. Roman Taraban explores the question, “Although we are inclined to attribute metacognition to bright individuals, … can we dismiss the possibility that metacognition can exist in “dumb” machines – dumb in the sense that they do not have human-like understanding?”