Michael Young shares a metacognition-promoting activity for the writing classroom that uses active presentations by others to convey audience interpretation.
Nicola Simmons shares how a participatory pedagogy combined with reflection can increase students’ engagement in their learning process.
Jennifer McCabe shares how she structured her course around principles from Make It Stick and developed her students’ metacognition skills.
Patrick Cunningham shares keys to his success in his transformation in becoming a student of learning to better support his own students’ learning.
Dana Melone shares a metacognitive concept chart activity she has developed and successfully used to support her students’ learning.
Sarah Robinson shares best practices and an assignment that prompts students to compare their first and final lab writing assignments to become aware of their own development.
In this Teaching with Metacognition example, Lara Watkins shares how to use a a series of mid-course reflections to support continuous course improvement.
Blake Harvard shares metacognitive retrieval practice exercises that help develop his students’ awareness of their own learning.
Hillary Steiner shares an assignment that develops time management, communication, and study strategies in the process of preparing for an actual test.
Dennis Carpenter shares a series of metacognitive assignments that help his students focus on learning strategies and dealing with computer distractions.
Mary Herbert shares two course assignments that help students build awareness of the importance of soft skills and set goals to develop them.
John Draeger shares a series of metacognitive reading reflection questions that help students become aware of their thinking and develop deeper conceptual understanding.
Melissa EblenZayas shares “metacognitive support activities in the form of written reflections and class discussions to help students develop better approaches to dealing with challenges that arise in open-ended experimental work in an advanced lab course in physics.”
Derek Martinez shares two activities he uses to help students better self-assess their understanding prior to taking exams.
David Woods and Beth Dietz share how they use weekly status reports to “prompt the planning and evaluation aspects of metacognitive regulation.”
Jessica Santangelo shares how she promotes metacognitive development through the use of multiple opportunities to practice a specific reasoning process.
This article by Melissa Eblen-Zayas, Ph.D., shares the implementation of metacognitive activities in an advanced Physics lab. She reports that “the introduction of metacognitive activities in an advanced lab where the laboratory work is not carefully scripted may improve students’ enthusiasm for experimental work and confidence in their ability to be successful in such work.”
In this post, Dr. Marc Napolitano recounts a recent discussion with faculty about end-of-term reflections. He notes how cultivating a sense of metacognition in one’s self and in one’s students can promote a mutually beneficial educational experience over the course of a semester or school year.
This article by Jennifer McCabe presents the results of two studies focusing on metacognitive awareness of learning strategies in undergraduates. The results suggest “that undergraduates are largely unaware of several specific strategies that could benefit memory for course information; further, training in applied learning and memory topics has the potential to improve metacognitive judgments in these domains.
Aaron S. Richmond discusses the metacognitive processes associated with test performance and the first instinct fallacy phenomenon.