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.
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.
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 »
In this post Dr. Lauren Scharff discusses the GAMES survey created by Marilla Svinicki, a self-assessment tool that prompts students to reflect on their learning practices.
In this post, John Draeger shares his attempts “to promote metacognition through Just-in-Time techniques to a larger section of introductory ethics (175 students), and, it further explores how Just-in-Time assignments can promote metacognitive reading.”
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.
In this post, Dr. Santangelo discusses her own research efforts to measure metacognition and offers researchers a valuable and impressive summary of qualitative and quantitative measures for 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.”
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, John Draeger encourages instructors to think about how they might tweak their current teaching strategies to promote student metacognition. He offers is own attempts to fine-tune his Just-in-Time Teaching assignments as a model.
In this post, Ed Nuhfer explores the role of metacognition and mindfulness in the enhancement of student learning. Both, Nuhfer argues, can help bridge the gap between traditional pedagogies and more student-centered learning experiences.
In this post Dr. Charity Peak shares an “appeal for new faculty to embrace metacognition about their instruction by understanding their developmental path with college teaching.”
In this post, Dr. Alison Staudinger suggests that “Students developing as citizens need habits of mind to help them evaluate the messy and propagandistic political world. Judging politically is a reflective, metacognitive process, not just aimed at political facts, but also values and ethical commitments, and in response to the pluralistic values of others.”
In this post, Guy Boysen warns that us not to “let your students lob random intellectual darts at mysterious learning targets. Be a model teacher by providing them with clear learning objectives and feedback on their success so that they can hone their metacognitive skills!”