Michael Young shares a metacognition-promoting activity for the writing classroom that uses active presentations by others to convey audience interpretation.
Dana Melone shares a metacognitive concept chart activity she has developed and successfully used to support her students’ learning.
Sarah Robinson shares best practices and an assignment that prompts students to compare their first and final lab writing assignments to become aware of their own development.
In this Teaching with Metacognition example, Lara Watkins shares how to use a a series of mid-course reflections to support continuous course improvement.
Blake Harvard shares metacognitive retrieval practice exercises that help develop his students’ awareness of their own learning.
Hillary Steiner shares an assignment that develops time management, communication, and study strategies in the process of preparing for an actual test.
Dennis Carpenter shares a series of metacognitive assignments that help his students focus on learning strategies and dealing with computer distractions.
Mary Herbert shares two course assignments that help students build awareness of the importance of soft skills and set goals to develop them.
John Draeger shares a series of metacognitive reading reflection questions that help students become aware of their thinking and develop deeper conceptual understanding.
Melissa EblenZayas shares “metacognitive support activities in the form of written reflections and class discussions to help students develop better approaches to dealing with challenges that arise in open-ended experimental work in an advanced lab course in physics.”
Derek Martinez shares two activities he uses to help students better self-assess their understanding prior to taking exams.
David Woods and Beth Dietz share how they use weekly status reports to “prompt the planning and evaluation aspects of metacognitive regulation.”
Jessica Santangelo shares how she promotes metacognitive development through the use of multiple opportunities to practice a specific reasoning process.
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 »
In this post Dr. Lauren Scharff discusses the GAMES survey created by Marilla Svinicki, a self-assessment tool that prompts students to reflect on their learning practices.
In this post, Tara Beziat explores the role of metacognition in graduate online education and embedding metacognitive strategies within course modules. She concludes with open invitation to collaborate on future research.
In this post, Charity Peak shares highlights from Cal Newport’s (2016) recent Deep Work: Rules for Focused Success in a Distracted World, and links those to metacognitive practices.
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.”
Roman Taraban and his colleagues share results of a study that examines how well students are able to accurately judge the accuracy of their knowledge, and whether or not the accuracy of their self-judgments depends upon how much they know.
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 »