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.
Aaron Richmond reflects on his experience with Improve with Metacognition by providing the great, the good, and the not-so-good of this project.
In this post, Jason Lodge argues that metacognition can help support student confidence while also helping to correct for overconfidence. He concludes, “it is vital that students develop metacognition so that they can monitor when they are wrong or when they are not progressing as they should be. If they can, then there is every chance that the learning experience can be more powerful as a result.”
In this post, Dr. Lauren Scharff follows up on Part I of her reflections on the challenges of deep learning in Age of LearnSmart Course Systems by sharing her actions with her students and some student data and reflections.
In this post, Dr. John Draeger and Dr. Lauren Scharff share highlights from their presentation on metacognitive instruction at the Speaking SoTL conference, held at High Point University, NC in May 2016.
In a previous post, Michael Serra considered the role of processing fluency within lab setting and found that ease of processing leads to learners overestimating how much they know. While this could potentially have implications for actual classroom environments, Serra concludes that “it seems that perceptual fluency is not a problem we should be greatly concerned about in realistic learning situations.”
In part one of a two part series, Michael Serra explores the relationship between processing fluency (e.g., easy to read large print text) and learning complex material. At least in the lab, “learners are often misled by feelings of fluency or disfluency that are neither related to their level of learning nor predictive of their future test performance.” Part two will consider the implications for classroom environments.
In this post, John R. Schumacher, Eevin Akers, and Roman Taraban observe that while note taking improves test performance, it does not improve calibration. They argue that students “need to be aware that waiting a short time before judging whether they need more study will result in more effective self-regulation of study time.”
In this post, Dr. Ed Nuhfer shares a proposed classification scheme for metacognitive self-assessment based upon magnitudes of inaccuracy of self-assessed competence.
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.
Roman Taraban and his colleagues share results of a study that examines how well students are able to accurately judge the accuracy of their knowledge, and whether or not the accuracy of their self-judgments depends upon how much they know.
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.
This article includes six instructional strategies that promote self-regulation and ways that motivational cognitive and metacognitive skills can be enhanced using these strategies. Research in Science Education, 2006, Volume 36, Number 1-2, Page 111. Gregory Schraw, Kent J. Crippen, Kendall Hartley Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning Tuesday, September 22, 2015
This article contains findings from several different studies, and the “Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation.” Rayne A. Sperling, Bruce C. Howard, Richard Staley & Nelson DuBois (2004) Metacognition and Self-Regulated… Read more »
In this post, Arthur Costa and Bena Kallick describe the skills, thought processes, and indicators of highly metacognitive persons.
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.
In this post, John Draeger explores the relationship between awareness, self-regulation and metacognition. He considers whether awareness and self-regulation are necessary for metacognition as well as whether there are advantages to focusing on elements individually en route to strengthening their interaction.
In this post, Linda Nilson overviews specs grading and how it might connect with metacognition. She claims that “Specs grading solves many of the problems that our traditional grading system has bred while strengthening students’ metacognition and sense of ownership of their grades.”
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 Michael Serra argues that students can see metacognition as a sexy topic if instructors provide students with opportunities to build confidence in self-regulation, self-explanation, and self-interrogation techniques.