In this post, Dr. Alison Staudinger shares her reflections and struggles with the questions, Does contemplation belong in the academic classroom? If yes, then how might instructors appropriately and effectively bring the benefits of contemplation and mindfulness into the classroom in order to support learning?
In this Teaching with Metacognition resource post Charles Sweet and his colleagues share how the use of mind mapping / concept mapping can support metacognition and be used to enhance learning.
John Draeger shares a series of metacognitive reading reflection questions that help students become aware of their thinking and develop deeper conceptual understanding.
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.
In this post, John Draeger reflects on his involvement with Improve with Metacognition (IwM) over the last three years. He describes several ways that the site has helped improve his self-awareness and self-regulation. Consequently, he has noticed improvements in his life as a teacher, a writer, and a scholar.
In this post, Dr. Lauren Scharff reflects on the creation of the Improve with Metacognition site and shares key aspects of the effort that could be useful to others who would like to create a similar site on a different topic.
In this post, Harrison Fisher encourages all of us to dare our “students to take responsibility for their own learning by using metacognition to monitor their successes and failures.” He offers a variety of strategies to promote metacognition.
In this post Arthur Costa and Bena Kallick share question prompts that invite metacognitive responses. They suggest that, “If teachers pose questions that deliberately engage students’ cognitive processing, and let students know why the questions are being posed in this way, it is more likely that students will become aware of and engage their own metacognitive processes.”
In this post, Dr. Roman Taraban shares a movement in some engineering colleges to break the stereotype of engineers being geeky, asocial, introverts. The efforts shared in the post promote a more “whole” engineer who is able to reflect on her/his practice and navigate complex environments. Dr. Taraban explores whether or not this reflective approach means that such “whole” engineers are also metacognitive in their practices.
In this post, Dominique Verpoorten introduces a series of “reflection amplifiers” that prompt students to be more intentional and more deliberate about their learning.
In this post, Charity Peak shares highlights from Cal Newport’s (2016) recent Deep Work: Rules for Focused Success in a Distracted World, and links those to metacognitive practices.
In this post, John Draeger describes his effort to promote metacognition among both academics and business professionals. While not a “magic elixir,” metacognition puts us on the road towards better planning, better monitoring, better acting, and better alignment with our overall goals.
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, John Draeger argues that the phrase ‘thinking about thinking’ can start helpful conversations around both critical thinking and metacognition. He goes on to consider similarities and differences between these two important collections of skills.
“Dr. Derek Cabrera is an internationally recognized expert in metacognition (thinking about thinking), epistemology (the study of knowledge), human and organizational learning, and education. He completed his PhD and post-doctoral studies at Cornell University and served as faculty at Cornell and researcher at the Santa Fe Institute. He leads the Cabrera Research Lab, is the author of five books, numerous journal articles, and a US patent. Derek discovered DSRP Theory and in this talk he explains its benefits and the imperative for making it part of every students’ life.”
In this post, John Draeger considers what Aristotle would say about metacognition and the pursuit of learning excellence. Aristotle would remind us, for example, that learning is a holistic endeavor that requires the cultivation of various intellectual and emotional habits.
Clinical Supervision is a model of supervisor (or peer) review that stresses the benefits of a teacher-led self-analysis of teaching in the post-conference versus a conference dominated by the judgments of the supervisor. Through self-reflection, teachers are challenged to use metacognitive processes to determine the effects of their teaching decisions and actions on student learning. The Clinical Supervision model is… Read more »
In her post Cynthia Desrochers describes the successful implementation of Reciprocal Peer Coaching for Self-Reflection, an approach to instructor peer review that includes pre-observation conference, observation and data collection, data analysis and strategy, post-observation conference, and post-conference analysis. She includes a framework to guide the critical post-observation session.
John Draeger explores the conceptual nature of metacognition. Appealing to a model developed in legal philosophy, he concludes that the term ‘metacognition’ is vague, but this is actually desirable because it promotes dialogue about all the elements in the metacognitive constellation.
Guest Blogger Sarah Bunnell explores the role of metacognition in the intellectual development of college students. In particular, she shares two recent studies. The first had students completing metacognitive portfolios. The second examined metacognition in adolescent development. Bunnell concludes, “To understand age- or college-level changes in thinking, therefore, we should focus on the developmental tasks and experiences that support this development…”