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!”
In this post, Jason Lodge argues that metacognition can help support student confidence while also helping to correct for overconfidence. He concludes, “it is vital that students develop metacognition so that they can monitor when they are wrong or when they are not progressing as they should be. If they can, then there is every chance that the learning experience can be more powerful as a result.”
Aaron S. Richmond, Ph.D. Metropolitan State University of Denver In past blogs, I’ve written about topics that focus on the relationship between academic procrastination and metacognition (Richmond, 2016), or different instructional methods to increase your student’s metacognition (Richmond 2015a, 2015b), or even how to use metacognitive theory to improve teaching practices (Richmond, 2014). However, during my morning coffee the other… Read more »
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, Dominique Verpoorten introduces a series of “reflection amplifiers” that prompt students to be more intentional and more deliberate about their learning.
In this post, Dr. Lauren Scharff follows up on Part I of her reflections on the challenges of deep learning in Age of LearnSmart Course Systems by sharing her actions with her students and some student data and reflections.
In this post, Dr. John Draeger and Dr. Lauren Scharff share highlights from their presentation on metacognitive instruction at the Speaking SoTL conference, held at High Point University, NC in May 2016.
In this post, Dr. Ashley Welsh describes her work incorporating reflection, peer work, and metacognition in a first-year science communication course for international, English Language Learners.
In this post, Dr. Philip Beaman draws a parallel between different types of machine learning (supervised and unsupervised) and human metacognitive processes, with some evidence that “that meta-cognition under distraction benefits from distributing some of the relevant knowledge away from the head and into the world.”
In this post, Dr. Amy Ratto Parks proposes a Meta-Rhetorical Triangle as a way to to support students’ successful navigation of writing assignments across the disciplines, and as a way to help instructors “offer the kinds of assignment details students really need in order to succeed in our classes.”