In this post, Dr. Ed Nuhfer introduces the importance of global and granular forms of thinking before reporting evidence that metacognitive awareness of granular forms of understanding can be more effective in developing understanding of content. The distinction between global and granular forms of understanding can also aid in understanding more affective forms of knowing.
In this post, Dr. Ed Nuhfer explores proposes a link between metacognition and development in the affective domain. He discusses theories of development by Benjamin Bloom and William Perry, and suggests that we are finally in a time period when affect and metacognition are being recognized as legitimate aspects of an educated person.
In this post, Dr. Steven Fleisher discusses links between student-teacher-curriculum relationships, family systems theory, and metacognition.
In part 1 of two, Ed Nuhfer urges us not to ignore the importance of affect, feelings, and emotions. More specifically, he argues that self-assessment “should include an aim towards improving students’ ability to clearly recognize the quality of ‘feels right’ regarding whether one’s own ability to meet a challenge with present abilities and resources exists.” In the upcoming second part of the post, he will consider how knowledge surveys might fine-tune that feeling.
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.