Category Archives: Blog

The Mutual Benefits of Metacognition for Faculty and Students

      Comments Off on The Mutual Benefits of Metacognition for Faculty and Students

In this post, Dr. Marc Napolitano recounts a recent discussion with faculty about end-of-term reflections. He notes how cultivating a sense of metacognition in one’s self and in one’s students can promote a mutually beneficial educational experience over the course of a semester or school year.

Keep Calm and Improve with Metacognition: reflecting on three years of reflecting

      Comments Off on Keep Calm and Improve with Metacognition: reflecting on three years of reflecting

In this post, John Draeger reflects on his involvement with Improve with Metacognition (IwM) over the last three years. He describes several ways that the site has helped improve his self-awareness and self-regulation. Consequently, he has noticed improvements in his life as a teacher, a writer, and a scholar.

What I Learned About Metacognition from Cooking Farro

      Comments Off on What I Learned About Metacognition from Cooking Farro

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.

Joining Forces: The Potential Effects of Team-Based Learning and Immediate Feedback Assessment Technique on Metacognition

      Comments Off on Joining Forces: The Potential Effects of Team-Based Learning and Immediate Feedback Assessment Technique on Metacognition

by Aaron S. Richmond, Ph. D., Metropolitan State University of Denver As a standalone assessment tool, the Immediate Feedback Assessment Technique (IF-AT) has been demonstrated to affect student learning and students’ perceptions of the teacher (e.g., Brosvic et al. 2006; Slepkov & Sheil, 2014) and possibly improve metacognition (see Richmond, 2017). However, can IF-AT be combined with a cooperative learning activity… Read more »

Does a Machine Have Metacognition?

      Comments Off on Does a Machine Have Metacognition?

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?”

Collateral Metacognitive Damage

      Comments Off on Collateral Metacognitive Damage

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.

Promoting academic rigor with metacognition

      Comments Off on Promoting academic rigor with metacognition

In this post, Dr. John Draeger offers a model of academic rigor to frame discussions about course design, instruction, and assessment. He also argues that “if tools for reflection (e.g., a model of academic rigor) help instructors map out the most salient aspects of a course, then metacognition is the mechanism by which instructors navigate that map. If so, then promoting academic rigor requires metacognition.”

Teacher, Know Thyself (Translation: Use Student Evaluations of Teaching!)

      Comments Off on Teacher, Know Thyself (Translation: Use Student Evaluations of Teaching!)

In this post, Dr. Guy Boysen discusses the metacognitive phenomenon of “being unskilled and unaware,” and how it can sometimes be observed in instructors’ responses (or lack of response) to student evaluations. Dr. Boysen gives several suggestions for instructors about how they can be more metacognitive and put their evaluation feedback to more productive use.

New Year Metacognition

      Comments Off on New Year Metacognition

In this post Dr. Lauren Scharff shares why you should take a metacognitive approach to your new year’s resolutions in order to maximize your likelihood of accomplishing those goals.

Bringing a Small Gift – The Metacognitive Experience

      Comments Off on Bringing a Small Gift – The Metacognitive Experience

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.

Can Reciprocal Peer Tutoring Increase Metacognition in Your Students?

      Comments Off on Can Reciprocal Peer Tutoring Increase Metacognition in Your Students?

Aaron S. Richmond, Ph. D. How many of you use collaborative learning in your classroom? If you do, do you specifically use it to increase metacognition in your students? If the answer is yes, you are likely building on the work of Hadwin, Jarvela, and Miller (2011) and Schraw, Crippen, and Hartley (2006). For those of you unfamiliar with collaborative… Read more »

Metacogntion: Daring Your Students to Take Responsibility for Their Own Successes and Failures.

      Comments Off on Metacogntion: Daring Your Students to Take Responsibility for Their Own Successes and Failures.

In this post, Harrison Fisher encourages all of us to dare our “students to take responsibility for their own learning by using metacognition to monitor their successes and failures.” He offers a variety of strategies to promote metacognition.

Do Your Questions Invite Metacognition?

      Comments Off on Do Your Questions Invite Metacognition?

In this post Arthur Costa and Bena Kallick share question prompts that invite metacognitive responses. They suggest that, “If teachers pose questions that deliberately engage students’ cognitive processing, and let students know why the questions are being posed in this way, it is more likely that students will become aware of and engage their own metacognitive processes.”