Tag Archives: Faculty Metacognition

Using Metacognition to select and apply appropriate teaching strategies

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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.

Two forms of ‘thinking about thinking’: metacognition and critical thinking

In this post, John Draeger argues that the phrase ‘thinking about thinking’ can start helpful conversations around both critical thinking and metacognition. He goes on to consider similarities and differences between these two important collections of skills.

Pausing Mid-Stride: Mining Metacognitive Interruptions In the Classroom

In this post, Amy Ratto Parks shares an example of how to spot an opportunity for an in-the-moment metacognitive mini-lesson, making the intervention real and meaningful for her students.

5 Things Every Student Should Know Before Starting College

This article is about Geddes’ five tips to students who are entering college. Once you read the subtitles, I’m sure you will be intrigued to read this brief article. Five Tips Your Professors Hate Your Favorite High School Teachers! Understand the 80/20 Rule / 20/80 Rule Shift Read Material Before Class Know the Difference Between Memorizing and Learning Be Confident…. Read more »

A Metacognitive Learning Cycle: A Better Warranty for Student Understanding?

Blank’s study “proposes a revised learning cycle model, termed the Metacognitive Learning Cycle, which emphasizes formal opportunities for teachers and students to talk about their science ideas. Working collaboratively, the researcher and a seventh-grade science teacher developed a 3-month ecology unit based on the revised model.” Results showed that even though students that were in the metacognitive classroom didn’t gain… Read more »

Metacognitive Development as a Shift in Approach to Learning: An in-depth study

Case and Gunstone conducted a study on students who were enrolled in an engineering course and after conducting series of interviews, they were able to provide detailed information about students’ metacognitive development or “lack thereof.” Jennifer Case & Richard Gunstone (2002) Metacognitive Development as a Shift in Approach to Learning: An in-depth study, Studies in Higher Education, 27:4, 459-470, DOI:… Read more »

Metacognitive Awareness and Academic Achievement in College Students

“Schraw and Dennison (1994) developed the Metacognitive Awareness Inventory (MAI) to assess metacognitive knowledge and metacognitive regulation which they referred to as the knowledge of cognition factor and the regulation of cognition factor.” Young and Fry’s article discusses the correlations between the final course grades, GPS and MAI. (Metacognitive Awareness Inventory) Findings show that the scores on the MAI greatly… Read more »

The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing

“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 »

Student Motivation and Self-Regulated Learning in the College Classroom

This chapter talks about the problems in students’ motivation to learn and how self-regulated learning can provide some insights to issues such as, how come students care more about their grades than learning the disciplinary content of their courses?, why do students wait until the last minute to fulfill the obligations of their courses such as studying for an exam… Read more »

Metacognition and Self-Regulated Learning Constructs

This article contains findings from several different studies, and the “Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation.” Rayne A. Sperling, Bruce C. Howard, Richard Staley & Nelson DuBois (2004) Metacognition and Self-Regulated… Read more »

Metacognition About Course Design: Creating a Paradigm Shift

In this post, Charity Peak encourages instructors to become more metacognitive about their course design and teaching practices as a means by which to address recent publications that highlight examples of poor student learning across higher education institutions.

Metacognitive Development in Professional Educators

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).

Teacher-led Self-analysis of Teaching

Clinical Supervision is a model of supervisor (or peer) review that stresses the benefits of a teacher-led self-analysis of teaching in the post-conference versus a conference dominated by the judgments of the supervisor.  Through self-reflection, teachers are challenged to use metacognitive processes to determine the effects of their teaching decisions and actions on student learning.  The Clinical Supervision model is… Read more »

Habits of Mind

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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 »

Reciprocal Peer Coaching for Self-Reflection, Anyone?

In her post Cynthia Desrochers describes the successful implementation of Reciprocal Peer Coaching for Self-Reflection, an approach to instructor peer review that includes pre-observation conference, observation and data collection, data analysis and strategy, post-observation conference, and post-conference analysis. She includes a framework to guide the critical post-observation session.

Exploring the relationship between awareness, self-regulation, and metacognition

In this post, John Draeger explores the relationship between awareness, self-regulation and metacognition. He considers whether awareness and self-regulation are necessary for metacognition as well as whether there are advantages to focusing on elements individually en route to strengthening their interaction.

So what if ‘metacognition’ is vague!

John Draeger explores the conceptual nature of metacognition. Appealing to a model developed in legal philosophy, he concludes that the term ‘metacognition’ is vague, but this is actually desirable because it promotes dialogue about all the elements in the metacognitive constellation.

Thinking about How Faculty Learn about Learning

In her blog post Cynthia Derochers shares an inspiring effort she has led at her institution, the Five GEARS for Activating Learning . The project goals are to improve student learning from inside the classroom (vs. policy modifications), promote faculty use of the current research on learning, provide a lens for judging the efficacy of various teaching strategies (e.g., the flipped classroom), and develop a common vocabulary for use campuswide (e.g., personnel communications).