In this post, Dr. Ed Nuhfer introduces the importance of global and granular forms of thinking before reporting evidence that metacognitive awareness of granular forms of understanding can be more effective in developing understanding of content. The distinction between global and granular forms of understanding can also aid in understanding more affective forms of knowing.
In this post Dr. Tara Beziat shares her realization that many students approach academic goals as she had been approaching her never-ending chore of “finishing the laundry.” By using effective goal setting techniques combined with metacognition, both academic and daily living goals can be more effectively accomplished.
This post argues that fundamental concepts and bottlenecks ground metacognitive instruction by providing anchor points and guiding instructors towards promising teaching strategies .
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 the post, an actor (Pierce) and biologist (Santangelo) offer a snapshot of their ongoing dialogue over the role of metacognition in their respective disciplines. The emerging conversation offers insight into how professors can support student learning in STEAM fields (Science, Technology, Engineering, Arts, and Mathematics).
In this post, Dr. Steven Fleisher discusses links between student-teacher-curriculum relationships, family systems theory, and metacognition.
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. 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.
Aaron S. Richmond discusses the metacognitive processes associated with test performance and the first instinct fallacy phenomenon.
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.
In this post, Dr. Lauren Scharff reflects on the creation of the Improve with Metacognition site and shares key aspects of the effort that could be useful to others who would like to create a similar site on a different topic.
Aaron Richmond reflects on his experience with Improve with Metacognition by providing the great, the good, and the not-so-good of this project.
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.
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 »
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 blog, I discuss the metacognitive uses of Immediate Feedback Assessment Techniques (IF-AT). Such as calibration, metacognitive awareness, etc.
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, 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.”
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.
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.