In this post, Dr. Ed Nuhfer introduces the importance of global and granular forms of thinking before reporting evidence that metacognitive awareness of granular forms of understanding can be more effective in developing understanding of content. The distinction between global and granular forms of understanding can also aid in understanding more affective forms of knowing.
This article by Jennifer McCabe presents the results of two studies focusing on metacognitive awareness of learning strategies in undergraduates. The results suggest “that undergraduates are largely unaware of several specific strategies that could benefit memory for course information; further, training in applied learning and memory topics has the potential to improve metacognitive judgments in these domains.
In this post, Ed Nuhfer explores the role of metacognition and mindfulness in the enhancement of student learning. Both, Nuhfer argues, can help bridge the gap between traditional pedagogies and more student-centered learning experiences.
In this post, Dr. Lauren Scharff follows up on Part I of her reflections on the challenges of deep learning in Age of LearnSmart Course Systems by sharing her actions with her students and some student data and reflections.
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.
Are Academic Procrastinators Metacognitively Deprived?
In this post, Dr. Lauren Scharff advises forward-leaning instructors to engage in the metacognitive practices of awareness of how pedagogical choices align with student learning outcomes and of self-regulation during implementation.
Metacognition can be used to help develop any process or skill. This post describes how metacognition supported collaborative writing group interactions at the International Society for the Scholarship of Teaching and Learning.
“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 »