There are two categories within this Issue 1 collection:

1. Developing metacognition skills in our students (e.g., promoting self-monitoring and self regulation when developing reading skills, study habits, test taking, etc. in our students).
2. Practicing metacognitive instruction (e.g., instructors being metacognitive about their own teaching practice, i.e. the intertwining awareness and use of that awareness when making intentional adjustments to course design, instruction, and assessment).

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Category I.  Examples for Developing Metacognition in Our Students

Participatory pedagogy: Inviting student metacognition * Nicola Simmons, Brock University
Make It Stick in cognitive psychology* Jennifer McCabe, Goucher College
Metacognitive time capsule assignments for reflection on writing skills* Sarah Robinson, U. S. Air Force Academy
Practice with a reasoning process to make learning visible and improve academic performance* Jessica Santangelo, Hofstra University
Promoting metacognition with retrieval practice in five steps* Blake Harvard, James Clemens High School
Encouraging metacognition in the advanced physics lab* Melissa Eblen-Zayas, Carleton College
A project-based method to help students practice study strategies in an authentic context* Hillary Steiner, Kennesaw State University
The promotion of metacognition through soft skills* Mary Hebert, Fairleigh Dickinson University
Metacognitive reading boosts philosophy exam scores* John Draeger, SUNY Buffalo State
Metacognitive reflection assignments in Introductory Psychology* Dennis Carpenter, University of Wisconsin-Colleges
Weekly status reports to promote awareness* David Woods and Beth Dietz, Miami University
Utilizing a metacognition chart for exam review and metacognitive skill development* Dana Melone, Cedar Rapids Kennedy High School
Addressing metacognition deficits in first semester calculus students: Getting students to effectively self-evaluate their understanding* Derek Martinez, University of New Mexico
A ‘new ear’ for student writers: Building awareness of audience* Michael Young, Robert Morris University
Mind Mapping: A Technique for Metacognition by Charlie Sweet, Hal Blythe, Rusty Carpenter, Eastern Kentucky University

 

Category II.  Examples for Practicing Metacognitive Instruction

Practicing metacognitive instruction informs continuous class improvement while reinforcing student self-awareness of learning* Lara Watkins, Bridgewater State University
Teaching transformation through becoming a student of learning* Patrick Cunningham, Rose-Hulman Institute of Technology Holly Matusovich & Sarah Williams, Virginia Tech

*  These items were part of the founding collection posted June 2017. Others were received as part of the rolling submissions in 2017.