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.
In this post, David Westmoreland describes a recent presentation to a general audience on scientific reasoning. Westmoreland tells us that the experience “drove home the point that metacognitive thinking is of broad interest, not relegated to the halls of the academy. “
This sometimes humorous article by Justin Kruger and David Dunning describes a series of four experiments that “that incompetent individuals have more difficulty recognizing their true level of ability than do more competent individuals and that a lack of metacognitive skills may underlie this deficiency.” It also includes a nice review of the literature and several examples to support their study…. Read more »
This great essay by Russ Dewey (1997) evolved from a handout he used to give his students. He shares some common examples of poor study strategies and explains why they are unlikely to lead to deep learning (even if they are used for 6 hours…). He then shares a simple metacognitive self-testing strategy that could be tailored for courses across the disciplines. http://www.psywww.com/discuss/chap00/6hourd.htm… Read more »
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.