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. 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.
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.
In this post, John Draeger describes his experience teaching a course on philosophy love and sex. He argues that teaching a new course requires metacognition.
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.
“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 »
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.
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).
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.”
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, 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.
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.
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.
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!
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).
There are a lot of free surveys/inventories “out there” for all sorts of things, most often related to some aspect of personality. If you use them in a reflective manner, they can help you better understand yourself – your . The TPI (also free) offers a chance for you to reflect on your teaching perspectives (one aspect of metacognitive instruction). The TPI… Read more »
Lauren Scharff suggests that sometimes well-intentioned instructor guidance to help students study is not really helpful. In fact in some cases it can be harmful. She shares some results from a study at my institution that clearly show that even something as intuitively practical as doing additional homework problems in Physics may not be a good study strategy for the students who are struggling the most. See what other strategies might also be less helpful than you might initially imagine, and think about how you provide guidance for your students.
Charity Peak urges faculty to reflect on how and why they pose particular questions to their students. Peak considers several “questioning taxonomies” and concludes that faculty should be asking “authentic questions” (e.g., questions without predetermined answers) as a way to cultivate a climate of genuine intellectual engagement.
John Draeger discusses five sources of discomfort he has observed through years of teaching moral philosophy. He argues “that all of us (instructors, students, those outside the classroom) need to be aware of our own sources of discomfort with moral matters if we hope to move beyond them and towards a healthy engagement with these important issues.” I believe that these sources of discomfort will apply to many topics outside of the moral philosophy classroom – hot topics abound across the disciplines!
by Kimberly D. Tanner This article starts out with two student scenarios with which many faculty will easily resonate (one student with poor and one with good learning skills), and which help make the case for the need to incorporate metacognitive development in college courses. Kimberly then shares some activities and a very comprehensive list of questions that instructors might… Read more »