Tag Archives: Metacognitive Instruction

Practicing Metacognitive Instruction Informs Continuous Class Improvement While Reinforcing Student Self-Awareness of Learning

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In this Teaching with Metacognition example, Lara Watkins shares how to use a a series of mid-course reflections to support continuous course improvement.

The Mutual Benefits of Metacognition for Faculty and Students

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In this post, Dr. Marc Napolitano recounts a recent discussion with faculty about end-of-term reflections. He notes how cultivating a sense of metacognition in one’s self and in one’s students can promote a mutually beneficial educational experience over the course of a semester or school year.

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 »

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.

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 »

Metacognition About Course Design: Creating a Paradigm Shift

In this post, Charity Peak encourages instructors to become more metacognitive about their course design and teaching practices as a means by which to address recent publications that highlight examples of poor student learning across higher education institutions.

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 »

Supports and Barriers to Students’ Metacognitive Development in a Large Intro Chemistry Course

In this post, Ashley Welsh describes her investigation of students’ metacognitive development in a large introductory organic chemistry course using pre/post metacognitive instrument, a student feedback survey, classroom observations, and student interviews. Her findings offer suggestions for course design and specific reasons why many students might struggle to implement metacognitive strategies.

To Test or Not to Test: That is the Metacognitive Question

This post by John Schumacher & Roman Taraban reviews their recent study of the testing effect that indicates that the benefits of retesting depended on student GPA. One hypothesis based on self-reported study strategies is that high GPA students already employ metacognitive approaches, while lower GPA students do not, which is why the teacher-enforced formative testing schedule most helps these lower GPA students.

Exploring the relationship between awareness, self-regulation, and metacognition

In this post, John Draeger explores the relationship between awareness, self-regulation and metacognition. He considers whether awareness and self-regulation are necessary for metacognition as well as whether there are advantages to focusing on elements individually en route to strengthening their interaction.

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!

Thinking about How Faculty Learn about Learning

In her blog post Cynthia Derochers shares an inspiring effort she has led at her institution, the Five GEARS for Activating Learning . The project goals are to improve student learning from inside the classroom (vs. policy modifications), promote faculty use of the current research on learning, provide a lens for judging the efficacy of various teaching strategies (e.g., the flipped classroom), and develop a common vocabulary for use campuswide (e.g., personnel communications).