Author Archives: Lauren Scharff

Developmental Framework for Teaching Expertise

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A group of faculty at the University of Calgary share a framework for growth of teaching expertise that demonstrates that “teaching expertise involves multiple facets, habits of mind (or ways of knowing and being), and possible developmental activities.” They share this framework with the hope that others will share, adapt and use it in their own local contexts. The full paper is also available. Note that they also refer to is as a “framework for self-reflection” for faculty, which means it can be used to support metacognitive instruction.

It shouldn’t be Top Secret – Bloom’s Taxonomy

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Dr. Lauren Scharff argues that instructors should more often and more explicitly share Bloom’s taxonomy, and perhaps even more importantly, share how it can be applied by students to raise their awareness of learning expectations for different assignments and guide their choice of learning strategies. A handout is provided that walks students through a series of questions that help them apply Bloom’s as a guide for their learning and academic efforts.

Practicing Metacognitive Instruction Informs Continuous Class Improvement While Reinforcing Student Self-Awareness of Learning

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In this Teaching with Metacognition example, Lara Watkins shares how to use a a series of mid-course reflections to support continuous course improvement.

A Project-Based Method to Help Students Practice Study Strategies in an Authentic Context

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Hillary Steiner shares an assignment that develops time management, communication, and study strategies in the process of preparing for an actual test.

Encouraging Metacognition in the Advanced Physics Lab

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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.”

Addressing Metacognition Deficits in First Semester Calculus Students: Getting Students to Effectively Self-Evaluate their Understanding

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Derek Martinez shares two activities he uses to help students better self-assess their understanding prior to taking exams.

Practice with a Reasoning Process to Make Learning Visible and Improve Academic Performance

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Jessica Santangelo shares how she promotes metacognitive development through the use of multiple opportunities to practice a specific reasoning process.

The impact of metacognitive activities on student attitudes towards experimental physics

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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.”