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, Lauren Scharff suggests that some features of e-text learning applications might promote the likelihood that students prioritize “learning efficiently,” resulting in a short-changing of their long-term, deep learning.
In this post Roman Taraban shares a research effort examining student problem solving in an engineering course, aligning responses to three stages of development: surface, algorithmic, and deep conceptual, (Case and Marshall 2004), the latter of which involves processes characteristic of metacognitive thinking.
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.
Blank’s study “proposes a revised learning cycle model, termed the Metacognitive Learning Cycle, which emphasizes formal opportunities for teachers and students to talk about their science ideas. Working collaboratively, the researcher and a seventh-grade science teacher developed a 3-month ecology unit based on the revised model.” Results showed that even though students that were in the metacognitive classroom didn’t gain… Read more »