Michael Young shares a metacognition-promoting activity for the writing classroom that uses active presentations by others to convey audience interpretation.
Nicola Simmons shares how a participatory pedagogy combined with reflection can increase students’ engagement in their learning process.
Jennifer McCabe shares how she structured her course around principles from Make It Stick and developed her students’ metacognition skills.
Dana Melone shares a metacognitive concept chart activity she has developed and successfully used to support her students’ learning.
Sarah Robinson shares best practices and an assignment that prompts students to compare their first and final lab writing assignments to become aware of their own development.
Blake Harvard shares metacognitive retrieval practice exercises that help develop his students’ awareness of their own learning.
Hillary Steiner shares an assignment that develops time management, communication, and study strategies in the process of preparing for an actual test.
Dennis Carpenter shares a series of metacognitive assignments that help his students focus on learning strategies and dealing with computer distractions.
Mary Herbert shares two course assignments that help students build awareness of the importance of soft skills and set goals to develop them.
John Draeger shares a series of metacognitive reading reflection questions that help students become aware of their thinking and develop deeper conceptual understanding.
Melissa EblenZayas shares “metacognitive support activities in the form of written reflections and class discussions to help students develop better approaches to dealing with challenges that arise in open-ended experimental work in an advanced lab course in physics.”
Derek Martinez shares two activities he uses to help students better self-assess their understanding prior to taking exams.
David Woods and Beth Dietz share how they use weekly status reports to “prompt the planning and evaluation aspects of metacognitive regulation.”
Jessica Santangelo shares how she promotes metacognitive development through the use of multiple opportunities to practice a specific reasoning process.
This article by Melissa Eblen-Zayas, Ph.D., shares the implementation of metacognitive activities in an advanced Physics lab. She reports that “the introduction of metacognitive activities in an advanced lab where the laboratory work is not carefully scripted may improve students’ enthusiasm for experimental work and confidence in their ability to be successful in such work.”
This article by Jennifer McCabe presents the results of two studies focusing on metacognitive awareness of learning strategies in undergraduates. The results suggest “that undergraduates are largely unaware of several specific strategies that could benefit memory for course information; further, training in applied learning and memory topics has the potential to improve metacognitive judgments in these domains.
This study presents an instructional method that requires deliberate practice of self-regulated learning strategies including active reading, management of study time and achievement goals, proactive interaction with faculty, and metacognitive reflection within the context of a student-selected course. Four instructors implemented the assignment–called “The Strategy Project”–in their first-year seminar courses, and student reflection papers were analyzed for emerging themes. These themes… Read more »
“Metacognitive knowledge is a new category of knowledge in the revised Taxonomy.” According to Pintrich, strategic knowledge, self-knowledge and the knowledge of tasks and their contexts are the three important types of metacognitive knowledge. Paul R. Pintrich (2002) The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing, Theory Into Practice, 41:4, 219-225, DOI: 10.1207/s15430421tip4104_3 The Role of Metacognitive Knowledge… Read more »
In this post by by Leonard Geddes, Transforming Your Tutoring Program: How to Move Beyond Important to Being Impactful, he makes a case for training tutors so that they can help their clients become metacognitive learners. The post is largely an advertisement for a LearnWell webinar, but the idea of training tutors seems worthwhile. Saturday, February 14, 2015
“This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve performance, while strategy instruction would improve performance, confidence, and calibration accuracy as a result of… Read more »