Michael Young shares a metacognition-promoting activity for the writing classroom that uses active presentations by others to convey audience interpretation.
Nicola Simmons shares how a participatory pedagogy combined with reflection can increase students’ engagement in their learning process.
Jennifer McCabe shares how she structured her course around principles from Make It Stick and developed her students’ metacognition skills.
Dana Melone shares a metacognitive concept chart activity she has developed and successfully used to support her students’ learning.
Blake Harvard shares metacognitive retrieval practice exercises that help develop his students’ awareness of their own learning.
Hillary Steiner shares an assignment that develops time management, communication, and study strategies in the process of preparing for an actual test.
Mary Herbert shares two course assignments that help students build awareness of the importance of soft skills and set goals to develop them.
John Draeger shares a series of metacognitive reading reflection questions that help students become aware of their thinking and develop deeper conceptual understanding.
Melissa EblenZayas shares “metacognitive support activities in the form of written reflections and class discussions to help students develop better approaches to dealing with challenges that arise in open-ended experimental work in an advanced lab course in physics.”
David Woods and Beth Dietz share how they use weekly status reports to “prompt the planning and evaluation aspects of metacognitive regulation.”
Jessica Santangelo shares how she promotes metacognitive development through the use of multiple opportunities to practice a specific reasoning process.
This article by Melissa Eblen-Zayas, Ph.D., shares the implementation of metacognitive activities in an advanced Physics lab. She reports that “the introduction of metacognitive activities in an advanced lab where the laboratory work is not carefully scripted may improve students’ enthusiasm for experimental work and confidence in their ability to be successful in such work.”
This article by Jennifer McCabe presents the results of two studies focusing on metacognitive awareness of learning strategies in undergraduates. The results suggest “that undergraduates are largely unaware of several specific strategies that could benefit memory for course information; further, training in applied learning and memory topics has the potential to improve metacognitive judgments in these domains.
Aaron S. Richmond, Ph. D. How many of you use collaborative learning in your classroom? If you do, do you specifically use it to increase metacognition in your students? If the answer is yes, you are likely building on the work of Hadwin, Jarvela, and Miller (2011) and Schraw, Crippen, and Hartley (2006). For those of you unfamiliar with collaborative… Read more »
In this post Dr. Lauren Scharff discusses the GAMES survey created by Marilla Svinicki, a self-assessment tool that prompts students to reflect on their learning practices.
In this post, John Draeger shares his attempts “to promote metacognition through Just-in-Time techniques to a larger section of introductory ethics (175 students), and, it further explores how Just-in-Time assignments can promote metacognitive reading.”
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, John Draeger encourages instructors to think about how they might tweak their current teaching strategies to promote student metacognition. He offers is own attempts to fine-tune his Just-in-Time Teaching assignments as a model.
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.