A group of faculty at the University of Calgary share a framework for growth of teaching expertise that demonstrates that “teaching expertise involves multiple facets, habits of mind (or ways of knowing and being), and possible developmental activities.” They share this framework with the hope that others will share, adapt and use it in their own local contexts. The full paper is also available. Note that they also refer to is as a “framework for self-reflection” for faculty, which means it can be used to support metacognitive instruction.
Patrick Cunningham shares keys to his success in his transformation in becoming a student of learning to better support his own students’ learning.
In this Teaching with Metacognition example, Lara Watkins shares how to use a a series of mid-course reflections to support continuous course improvement.
Stewart, Cooper and Moulding investigate adult metacognition development, specifically comparing pre-service teachers and practicing teachers. They used the Metacognitive Awareness Inventory and found that metacognition improves significantly with age and with years of teaching experience, but not with gender or level of teaching (Pre-K though post-secondary ed levels).
In a metacognitive field study, Papaioannou, Theodosiou, Pashali, and Digeelidis (2012) found that having 6th grade students use metacognitive techniques (self-check) significantly improved several mastery oriented variables over that of a practice technique in a physical education course. For more information about the article, please see the reference below. Papaioannou, A., Theodosiou, A., Pashali, M., & Digelidis, N. (2012). Advancing… Read more »
There are a lot of free surveys/inventories “out there” for all sorts of things, most often related to some aspect of personality. If you use them in a reflective manner, they can help you better understand yourself – your . The TPI (also free) offers a chance for you to reflect on your teaching perspectives (one aspect of metacognitive instruction). The TPI… Read more »
Ritchhart, R., Church, M., and Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco: Jossey-Bass. In Making Thinking Visible, the authors propose that we must make our students’ thinking visible in order to create places of intellectual stimulation. To do this, the authors suggest first determining which modes of thinking are necessary… Read more »
Suzanne Schellenberg, Meiko Negishi, and Paul Eggen (2011) from the University of North Florida describe a useful method to increase the metacognition of their students. They found that when educational psychology students were taught specific encoding strategies they academically outperformed a control group in learning course material. Schellenberg, S., Negishi, M., & Eggen, P. (2011). The Effects of Metacognition and Concrete… Read more »
Joanne Brownlee, Nola Purdie, and Gillian Boulton-Lewis (2010) describe an interesting method to increase student’s epistemological beliefs using reflective journal assignments. Brownlee and colleagues found that when students engaged in these reflective practices, they had significantly improved their epistemological beliefs over that of students who did not complete these activities. Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological… Read more »
by Kimberly D. Tanner This article starts out with two student scenarios with which many faculty will easily resonate (one student with poor and one with good learning skills), and which help make the case for the need to incorporate metacognitive development in college courses. Kimberly then shares some activities and a very comprehensive list of questions that instructors might… Read more »