In this post, Roman Taraban offers a way of “increasing our understanding of metacognitive processing by beginning to implement some of the technology that has already been extensively applied to hate-inspired webforums and trauma-related therapies.” In particular, he argues for the development of a metacognitive register (or specialized vocabulary) that can serve as an analytical tool to improve classroom performance.
In this post, Dr. Roman Taraban explores the question, “Although we are inclined to attribute metacognition to bright individuals, … can we dismiss the possibility that metacognition can exist in “dumb” machines – dumb in the sense that they do not have human-like understanding?”
In this post, Dr. Roman Taraban wishes us glad tidings and a season filled with metacognition. He encourages instructors to be thoughtful about the gifts that each semester brings, including student evaluations. Being metacognitive about student feedback can make the learning experience more meaningful for all concerned.
In this post, Dr. Roman Taraban shares a movement in some engineering colleges to break the stereotype of engineers being geeky, asocial, introverts. The efforts shared in the post promote a more “whole” engineer who is able to reflect on her/his practice and navigate complex environments. Dr. Taraban explores whether or not this reflective approach means that such “whole” engineers are also metacognitive in their practices.
In this post Dr. Roman Taraban explores some reasons why students might not engage in metacognitive problem solving, and suggests ways by which instructors might promote deeper learning by explicitly sharing their own metacognitive decision-making processes.
In this post, John R. Schumacher, Eevin Akers, and Roman Taraban observe that while note taking improves test performance, it does not improve calibration. They argue that students “need to be aware that waiting a short time before judging whether they need more study will result in more effective self-regulation of study time.”
In this post Roman Taraban shares a research effort examining student problem solving in an engineering course, aligning responses to three stages of development: surface, algorithmic, and deep conceptual, (Case and Marshall 2004), the latter of which involves processes characteristic of metacognitive thinking.
Roman Taraban and his colleagues share results of a study that examines how well students are able to accurately judge the accuracy of their knowledge, and whether or not the accuracy of their self-judgments depends upon how much they know.
This post by John Schumacher & Roman Taraban reviews their recent study of the testing effect that indicates that the benefits of retesting depended on student GPA. One hypothesis based on self-reported study strategies is that high GPA students already employ metacognitive approaches, while lower GPA students do not, which is why the teacher-enforced formative testing schedule most helps these lower GPA students.
Roman Taraban explores the role of feedback in student learning. While we know instructor feedback is essential and we know kinds of feedback are most likely to be useful, students are often reluctant to engage with feedback likely to contribute to meaningful learning. Promoting metacognition can help close the gap by prompting students to use instructor feedback to think more carefully about their own thinking.
Roman Taraban, Dmitrii Paniukov, and Michelle Kiser argue for a variety of metacognitive reading strategies that can improve reading comprehension and retention, especially among developmental college readers. Their list of “self-reported strategies” is particularly useful.
by Roman Taraban, Texas Tech University “Picky, picky” is a phrase we use to gently chide someone for being overly selective when making an apparently simple choice. However, being picky is not always a bad thing, as I will try to show. Oddly enough, this phrase comes to mind when thinking about thinking about thinking, i.e., thinking about metacognition. To… Read more »