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 »
In this post, John Draeger describes his efforts to promote metacognition through just-in-time teaching assignments in his philosophy classes.
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.
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 »
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.
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.
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.
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 »