In this post, Dr. Ed Nuhfer explores proposes a link between metacognition and development in the affective domain. He discusses theories of development by Benjamin Bloom and William Perry, and suggests that we are finally in a time period when affect and metacognition are being recognized as legitimate aspects of an educated person.
In this post Dr. Ed Nuhfer discusses the odds that those we are tempted to label as “unskilled and unaware of it” is likely to be correct. Although “the consensus in the literature of psychology seems to indicate that they are, our investigation of the numeracy underlying the consensus indicates otherwise (Nuhfer and others, 2017).” Dr. Nuhfer shares highlights of their findings, discusses further dangers of holding an oversimplified, negative pre-assessment of others, and includes a link to a site where you can explore their self-assessment instrument.
In this post, Ed Nuhfer explores the role of metacognition and mindfulness in the enhancement of student learning. Both, Nuhfer argues, can help bridge the gap between traditional pedagogies and more student-centered learning experiences.
In this post, Dr. Ed Nuhfer shares a proposed classification scheme for metacognitive self-assessment based upon magnitudes of inaccuracy of self-assessed competence.
In this post, Ed Nuhfer describes recent research that illustrates fundamental challenges of data interpretation, specifically with respect to data related to self-assessment of understanding, a key concept for metacognition.
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.
In this post Ed Nuhfer claims that “We can become aware of metacognition by reading about it, but we only become literate about metacognition through experiences gained through consciously applying it.” He shares how the Six Thinking Hats exercises are “overtly metacognitive—intentional, deliberate, and goal-directed.”
In Part 2 of 2, Self-assessment and the Affective Quality of Metacognition, Ed Nuhfer succinctly outlines the research on knowledge surveys, how these surveys can be used to develop metacognition, and why use knowledge surveys.
In part 1 of two, Ed Nuhfer urges us not to ignore the importance of affect, feelings, and emotions. More specifically, he argues that self-assessment “should include an aim towards improving students’ ability to clearly recognize the quality of ‘feels right’ regarding whether one’s own ability to meet a challenge with present abilities and resources exists.” In the upcoming second part of the post, he will consider how knowledge surveys might fine-tune that feeling.
Part II of Ed Nuhfer’s blog, Metacognition for Guiding Students to Awareness of Higher-level Thinking (Part 2), gives an overview of two exercises that “show how the research that informs what we should be ‘thinking about’ can be converted into metacognitive components of lessons.” He also includes a link to the full exercise modules, which contain detailed descriptions of why and how to incorporate the activities.
Part 1 of 2 posts by Ed Nuhfer, Metacognition for Guiding Students to Awareness of Higher-level Thinking, sets up a major short-coming of most college education programs and introduces Perry’s Stages of Adult Intellectual Development. This post hits me as a “Call to Action” that we need to all take to heart.