Tag Archives: Reflective Thinking

Contemplating Contemplative Pedagogy

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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?

The Mutual Benefits of Metacognition for Faculty and Students

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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.

Keep Calm and Improve with Metacognition: reflecting on three years of reflecting

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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.

Metacogntion: Daring Your Students to Take Responsibility for Their Own Successes and Failures.

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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.

Do Your Questions Invite Metacognition?

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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.”

A Whole New Engineer: A Whole New Challenge

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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.

Metacognition in Academic and Business Environments

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.

Two forms of ‘thinking about thinking’: metacognition and critical thinking

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 – How Thinking Works

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“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.”

An Aristotelian conception of metacognition (Part One)

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.

Teacher-led Self-analysis of Teaching

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 »

Reciprocal Peer Coaching for Self-Reflection, Anyone?

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.

So what if ‘metacognition’ is vague!

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.

Exploring the Developmental Progression of Metacognition

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…”