Tag Archives: Instructors

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.

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 »

Making sense of how I learn: Metacognitive capital and the first year university student

By Lodge and Larmar, This article focuses on how significant it is to encourage metacognitive processing as a means of increasing student retention, enhancing university engagement and lifelong learning. Larmar, S. & Lodge, J. (2014). Making sense of how I learn: Metacognitive capital and the first year university student. The International Journal of the First Year in Higher Education, 5(1)…. Read more »

Meta-Studying: Teaching Metacognitive Strategies to Enhance Student Success

“Elizabeth Yost Hammer, PhD, of Xavier University of Louisiana, discusses why psychology teachers are uniquely positioned not only to teach the content of psychology but also to teach students how to learn. Hammer presents some strategies to teach metacognitive skills in the classroom to enhance learning and improve study skills and encourages teachers to present students with information about Carol… Read more »

Dr. Derek Cabrera – How Thinking Works

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“Dr. Derek Cabrera is an internationally recognized expert in metacognition (thinking about thinking), epistemology (the study of knowledge), human and organizational learning, and education. He completed his PhD and post-doctoral studies at Cornell University and served as faculty at Cornell and researcher at the Santa Fe Institute. He leads the Cabrera Research Lab, is the author of five books, numerous journal articles, and a US patent. Derek discovered DSRP Theory and in this talk he explains its benefits and the imperative for making it part of every students’ life.”

Metacognition in Psychomotor Development and Positive Error Cultures

In this blog post, Dr. Ed Nuhfer makes parallels between metacognitive awareness of academic learning to the more intuitive learning that occurs in the psychomotor domain (e.g. learning from mistakes when learning to ski or play tennis). He also highlights the powerful influence of a positive error culture, where people are encouraged to acknowledge and learn from errors rather than hide them.

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).

Breaking the Content Mold: The Challenge of Shaping Student Metacognitive Development

Dr. Lauren Scharff shares a personal example to illustrate the challenges in shifting from a focus on content and content-related disciplinary skills to a focus on higher-level thinking and metacognitive skills. She concludes with some suggestions for those desiring to “break the content mold.”

How Do You Increase Your Student’s Metacognition?

Aaron S. Richmond Metropolitan State University of Denver   How many times has a student come to you and said “I just don’t understand why I did so bad on the test?” or “I knew the correct answer but I thought the question was tricky.” or “I’ve read the chapter 5 times and I still don’t understand what you are… Read more »

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 »

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.

Positive Affective Environments and Self-Regulation

In this post, Steven Fleisher argues that establishing a caring classroom environment will support autonomy, motivation, and self-regulation, all of which help lead to the development of a metacognitive learner. He also shares two strategies (concept inventories and collaborative learning) that have helped him support such efforts.

Metacognition and Specifications Grading: The Odd Couple?

In this post, Linda Nilson overviews specs grading and how it might connect with metacognition. She claims that “Specs grading solves many of the problems that our traditional grading system has bred while strengthening students’ metacognition and sense of ownership of their grades.”

What Do We Mean by “Metacognitive Instruction”?

In this post, Lauren Scharff shares the Metacognitive Instruction research project investigators’ wrangling with what they meant by metacognition, and how that then maps to “metacognitive instruction.” To start, they claim that metacognition is the intentional and ongoing interaction between awareness and self-regulation. How does this definition resonate with you? Read the full post and share your comments!

Fostering Metacognition: Right-Answer Focused versus Epistemologically Transgressive

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.”