In this post Dr. Charity Peak shares an “appeal for new faculty to embrace metacognition about their instruction by understanding their developmental path with college teaching.”
In this post, Charity Peak shares highlights from Cal Newport’s (2016) recent Deep Work: Rules for Focused Success in a Distracted World, and links those to metacognitive practices.
In this post, Charity Peak argues that “through metacognition, you can conquer the self-defeating thoughts and behaviors that might prevent you from succeeding in your personal and professional 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.
By Charity Peak, Ph.D. (U. S. Air Force Academy) As part of our institution’s faculty development program, we are currently reading Carol Dweck’s Mindset: The New Psychology of Success. Even though the title and cover allude to a pop-psychology book, Dweck’s done a fabulous job of pulling together decades of her scholarly research on mindsets into a layperson’s text. After… Read more »
Charity Peak explores the role of metacognition beyond the classroom. Peak considers the value of self-monitoring and self-regulation in a variety of domains, including school, family, career, military service, and other life goals. Metacognitive reflection is not only valuable in the classroom, but it is also essential to living a purposeful life.
Ritchhart, R., Church, M., and Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco: Jossey-Bass. In Making Thinking Visible, the authors propose that we must make our students’ thinking visible in order to create places of intellectual stimulation. To do this, the authors suggest first determining which modes of thinking are necessary… Read more »
Charity Peak urges faculty to reflect on how and why they pose particular questions to their students. Peak considers several “questioning taxonomies” and concludes that faculty should be asking “authentic questions” (e.g., questions without predetermined answers) as a way to cultivate a climate of genuine intellectual engagement.
by Charity Peak, U.S. Air Force Academy* Faculty often complain that students don’t complete reading assignments. When students do read, faculty yearn for deeper analysis but can’t seem to get it. With SAT reading scores reaching a four-decade low (Layton & Brown, 2012) and nearly forty percent of postsecondary learners taking remedial coursework (Bettinger & Long, 2009), it’s not surprising… Read more »