In this post, Dr. Ed Nuhfer explores proposes a link between metacognition and development in the affective domain. He discusses theories of development by Benjamin Bloom and William Perry, and suggests that we are finally in a time period when affect and metacognition are being recognized as legitimate aspects of an educated person.
This post by Craig Nelson digs deeper into the challenges we face in higher education because we don’t acknowledge that most students arrive without having mastered formal (rather than concrete) reasoning. He makes several suggestions, one of which is to “Use one of the instruments for assessing concrete versus formal reasoning as a background test for all metacognitive interventions.” He also shares references to modules and scaffolded approaches that we might take to support our students as they move beyond “right-answer thinking.”
Part II of Ed Nuhfer’s blog, Metacognition for Guiding Students to Awareness of Higher-level Thinking (Part 2), gives an overview of two exercises that “show how the research that informs what we should be ‘thinking about’ can be converted into metacognitive components of lessons.” He also includes a link to the full exercise modules, which contain detailed descriptions of why and how to incorporate the activities.
Part 1 of 2 posts by Ed Nuhfer, Metacognition for Guiding Students to Awareness of Higher-level Thinking, sets up a major short-coming of most college education programs and introduces Perry’s Stages of Adult Intellectual Development. This post hits me as a “Call to Action” that we need to all take to heart.