Aaron S. Richmond discusses the metacognitive processes associated with test performance and the first instinct fallacy phenomenon.
Aaron Richmond reflects on his experience with Improve with Metacognition by providing the great, the good, and the not-so-good of this project.
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 »
In this blog, I discuss the metacognitive uses of Immediate Feedback Assessment Techniques (IF-AT). Such as calibration, metacognitive awareness, etc.
Aaron S. Richmond, Ph. D. How many of you use collaborative learning in your classroom? If you do, do you specifically use it to increase metacognition in your students? If the answer is yes, you are likely building on the work of Hadwin, Jarvela, and Miller (2011) and Schraw, Crippen, and Hartley (2006). For those of you unfamiliar with collaborative… Read more »
Aaron S. Richmond, Ph.D. Metropolitan State University of Denver In past blogs, I’ve written about topics that focus on the relationship between academic procrastination and metacognition (Richmond, 2016), or different instructional methods to increase your student’s metacognition (Richmond 2015a, 2015b), or even how to use metacognitive theory to improve teaching practices (Richmond, 2014). However, during my morning coffee the other… Read more »
Are Academic Procrastinators Metacognitively Deprived?
Aaron S. Richmond Metropolitan State University of Denver First and foremost, what I am about to discuss with you all is not an educational or metacognitive teaching panacea (aka silver-bullet). But I would like introduce and discuss is the idea of using Classroom Assessment Techniques (affectionately known as CATs) as a form of a metacognitive instructional strategy. CATs: A Very… Read more »
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 »
By Aaron S. Richmond, Hannah M. Rauer, and Eric Klein Metropolitan State University of Denver Have you heard students say, “We only use 10% of our brain!” or “MMR shots cause Autism” or “My cousin has ESP…no seriously!” or “I am really good at multi-tasking.” or “I have high bodily-kinesthetic intelligence!”? Sadly, the list can go on, and on, and on. Our… Read more »
By Aaron S. Richmond, Ph.D. Metropolitan State University of Denver This blog may be like no other in Improve with Metacognition (IwM). I am asking you, the readers to actively participate. Yes, I mean YOU, YOU, and YOU☺. But let me clarify—I do not ask rhetorical questions. As such, please respond using the comment function in IwM or Tweet your… Read more »
This is a very good video by Elizabeth Yost from Xavier University about how to teach metacognitive skills in the higher education classroom. http://youtu.be/Tr37GOSEukw?list=PLxf85IzktYWJH0behJ-ZQeZnsUQGzvFFf
In Gregg Schraw’s (2009) chapter, Measuring Metacognitive Judgments, he artfully provides a taxonomy of calibration measures that attempt to assesses metacognitive judgment of learning. For more information, follow the hyperlink below. Schraw, G. (2009). Measuring Metacognitive Judgments. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.). Handbook of metacognition in education, 415.
“This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve performance, while strategy instruction would improve performance, confidence, and calibration accuracy as a result of… Read more »
“The target articles make significant advances in our understanding of students’ judgments of their cognitive processes and products. In general, the advances are relative to a subset of common themes, which we call the four cornerstones of research on metacognitive judgments. We discuss how the target articles build on these cornerstones (judgment bases, judgment accuracy, judgment reliability, and control) and… Read more »
In a metacognitive field study, Papaioannou, Theodosiou, Pashali, and Digeelidis (2012) found that having 6th grade students use metacognitive techniques (self-check) significantly improved several mastery oriented variables over that of a practice technique in a physical education course. For more information about the article, please see the reference below. Papaioannou, A., Theodosiou, A., Pashali, M., & Digelidis, N. (2012). Advancing… Read more »
Below you will find a great lecture by the preeminent scholar Dr. John Dunlosky
In an extremely comprehensive meta-analytic review, Zohare and Barsilai (2013) analyzed 178 studies of metacognition in science education (mainly K-12). They identified several key trends and made suggestions for future research. One of their findings was that the use of metacognitive cues was the most common metacognitive intervention for learning science content. For more information, please see the reference below…. Read more »
In this quasi-experimental study by Brady, Seli, and Rosenthal (2013), the authors demonstrated that through the use of “clickers” they could increase metacognition and exam performance. For more information please see the reference below. Brady, M., Seli, H., & Rosenthal, J. (2013). “Clickers” and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices. Computers &… Read more »
In this article by Regan Gurung (2005), he investigated specific study techniques and how they correlated with academic performance (exam scores). Not surprisingly, Gurung found that effective study techniques (i.e., elaboration) were positively correlated with performance, while ineffective study techniques (i.e., listening to music) were negatively correlated withe academic performance. For the full article, see reference and hyperlink below. Gurung,… Read more »