Are Academic Procrastinators Metacognitively Deprived?
In this post, John Draeger describes his effort to promote metacognition among both academics and business professionals. While not a “magic elixir,” metacognition puts us on the road towards better planning, better monitoring, better acting, and better alignment with our overall goals.
In this post, Charity Peak argues that “through metacognition, you can conquer the self-defeating thoughts and behaviors that might prevent you from succeeding in your personal and professional life.”
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 this post, John Draeger considers what Aristotle would say about metacognition and the pursuit of learning excellence. Aristotle would remind us, for example, that learning is a holistic endeavor that requires the cultivation of various intellectual and emotional habits.
by Arthur L. Costa, Ed. D. (Professor Emeritus, California State University, Sacramento). This paper summarizes 16 attributes of what human beings do when they behave intelligently, referred to as Habits of Mind. Metacognition is the 5th mentioned (see a nice summary of all 16 on the final page). Dr. Costa points out that these “Habits of Mind transcend all subject matters commonly taught in… Read more »
In this post, David Westmoreland describes a recent presentation to a general audience on scientific reasoning. Westmoreland tells us that the experience “drove home the point that metacognitive thinking is of broad interest, not relegated to the halls of the academy. “
Guest Blogger Sarah Bunnell explores the role of metacognition in the intellectual development of college students. In particular, she shares two recent studies. The first had students completing metacognitive portfolios. The second examined metacognition in adolescent development. Bunnell concludes, “To understand age- or college-level changes in thinking, therefore, we should focus on the developmental tasks and experiences that support this development…”
By Charity Peak, Ph.D. (U. S. Air Force Academy) As part of our institution’s faculty development program, we are currently reading Carol Dweck’s Mindset: The New Psychology of Success. Even though the title and cover allude to a pop-psychology book, Dweck’s done a fabulous job of pulling together decades of her scholarly research on mindsets into a layperson’s text. After… Read more »
This post by Craig Nelson digs deeper into the challenges we face in higher education because we don’t acknowledge that most students arrive without having mastered formal (rather than concrete) reasoning. He makes several suggestions, one of which is to “Use one of the instruments for assessing concrete versus formal reasoning as a background test for all metacognitive interventions.” He also shares references to modules and scaffolded approaches that we might take to support our students as they move beyond “right-answer thinking.”
Part II of Ed Nuhfer’s blog, Metacognition for Guiding Students to Awareness of Higher-level Thinking (Part 2), gives an overview of two exercises that “show how the research that informs what we should be ‘thinking about’ can be converted into metacognitive components of lessons.” He also includes a link to the full exercise modules, which contain detailed descriptions of why and how to incorporate the activities.
Part 1 of 2 posts by Ed Nuhfer, Metacognition for Guiding Students to Awareness of Higher-level Thinking, sets up a major short-coming of most college education programs and introduces Perry’s Stages of Adult Intellectual Development. This post hits me as a “Call to Action” that we need to all take to heart.