In this post, Dr. Stephen Chew draws an analogy from his experience cooking farro for the first time and students’ ability to effectively use metacognition. Both require that the person making the effort has a clear end goal in mind, so that current status can be compared with the end goal, and effective adjustments made to correct his or her actions toward that goal.
In this post Dr. Stephen Chew explores the benefits of student self-assessment and the challenges in developing effective self-assessment. He proposes that effective self-assessment is a critical link between assessment activities and improved metacognition.
Dr. Stephen Chew argues that, without metacognitive awareness, attempts at scaffolding may only create overconfidence in students without any learning. He uses the example of exam reviews to support his argument and follows with some ideas he has for intertwining metacognition with scaffolding in order to maximize its benefits.