Tag Archives: metacognition exercises

Can Reciprocal Peer Tutoring Increase Metacognition in Your Students?

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Aaron S. Richmond, Ph. D. How many of you use collaborative learning in your classroom? If you do, do you specifically use it to increase metacognition in your students? If the answer is yes, you are likely building on the work of Hadwin, Jarvela, and Miller (2011) and Schraw, Crippen, and Hartley (2006). For those of you unfamiliar with collaborative… Read more »

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 »

Just-in-Time for Metacognition

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John Draeger argues that higher-order thinking and metacognition questions can be built into to pre-class assignments typically designed to gauge basic comprehension. By making these prompts a regular part of weekly assignments, instructors provide students with multiple opportunities to practice these skills. They simultaneously signal that higher-order thinking and metacognition are part of the ebb and flow of the education experience.

The Six Hour D… And How to Avoid It

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This great essay by Russ Dewey (1997) evolved from a handout he used to give his students. He shares some common examples of poor study strategies and explains why they are unlikely to lead to deep learning (even if they are used for 6 hours…). He then shares a simple metacognitive self-testing strategy that could be tailored for courses across the disciplines. http://www.psywww.com/discuss/chap00/6hourd.htm… Read more »

Negotiating Chaos: Metacognition in the First-Year Writing Classroom

Amy Parks claims that “If we want new college students to engage in the kind of reflective work that will help them develop transferable metacognitive skills, we need to be thoughtful about how we integrate it into the coursework.” Check out the three recommendations she shares to do so. These great suggestions would hold true in classrooms beyond those enrolling first-year students.

Testing Improves Knowledge Monitoring

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Chris Was shares a unique testing approach he and Randy Isaacson developed to help students improve their knowledge monitoring accuracy: the variable weight – variable difficulty test that uses a left-right column format. This approach is one we could easily adapt to many types of testing formats and disciplines.

Metacognition and Reflective Thinking

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Steven Fleisher’s “Metacognition and reflective teaching” considers three aspects of metacognitive training — metacognitive knowledge, metacognitive monitoring, and metacognitive control. You might be especially intrigued by the reflective exercises for students at the end of the post.

Creating a Metacognitive Movement for Faculty

by Charity Peak, U.S. Air Force Academy* Faculty often complain that students don’t complete reading assignments.  When students do read, faculty yearn for deeper analysis but can’t seem to get it.  With SAT reading scores reaching a four-decade low (Layton & Brown, 2012) and nearly forty percent of postsecondary learners taking remedial coursework (Bettinger & Long, 2009), it’s not surprising… Read more »