In this post, Steven Fleisher argues that establishing a caring classroom environment will support autonomy, motivation, and self-regulation, all of which help lead to the development of a metacognitive learner. He also shares two strategies (concept inventories and collaborative learning) that have helped him support such efforts.
Steven Fleisher shares some research on self-regulated learning, and some thoughts about the foundational importance of good teacher-student relationships to support metacognition. He claims that, “where clear structures are in place (i.e., standards) as well as support, social connections, and the space for trust to develop, students have increased opportunities for exploring how their studies are personally meaningful and supportive of their autonomy, thereby taking charge of their learning.”
This blog explores why bias operates when a majority perceives an idea as different and potentially threatening established norms.
This blog argues that developing self-assessment accuracy seems a possible way to gain control over personal bias through understanding self.
Dr. Patrick Cunningham encourages inclusion of metacognitive learning objectives, which will in turn support the achievement of cognitive learning objectives.
Dr. Tolman shares strategies for developing metacognition in order to address student resistance to collaborative learning.
Dr. Benjamin Johnson shares a two-step framework to reduce student resistance while enhancing student strengths and encouraging positive change.
In the final post of “The Evolution of Metacognition in Biological Sciences” guest series, Dr. Scott Santos shares key lessons for department outcome level implementation.
Part 3 of the “Working with Faculty” Summer 2019 guest editor series. Valencia Gabay shares “how instructors, in collective learning spaces, can generate intellectual curiosity and metacognitive energy that is transferable to the virtual classroom.”
In this post, Dr. Jen McCabe discusses a variety of exam-wrapper-style interventions in order to improve student self-regulated learning, along with some suggestions for increasing their effectiveness.
Drs. Jennifer McCabe and Justine Chasmar discuss a campus endeavor around the “New 3Rs: relationships, resilience, and reflection.” In this the first of two installments, they show how embedding reflection throughout the curriculum can promote metacognitive sophistication across their campus.
Randi Shedlosky-Shoemaker, York College of Pennsylvania, rshedlos@ycp.edu Background As an academic advisor for new college students, I often see them struggle to understand the demands of high school versus college, particularly in terms of self-regulation. Professors generally expect their students to complete work outside of class, including assigned and self-initiated activities (e.g., reviewing material). Given […]
Dr. Terrell Hooper Assistant Professor of Music American University of Sharjah Email | thooper@aus.edu Background/Motivation: I teach an Elements of Music course for music minors and a general populous of engineering, business and architecture students needing to earn a general arts credit. I have experienced many challenges in teaching such a course in the Middle […]
In this post, Dr. Jen McCabe shares a daily classroom assessment that promotes metacognition and active engagement with lesson material.
Michael Young shares a metacognition-promoting activity for the writing classroom that uses active presentations by others to convey audience interpretation.
In this post, Dr. Guy Boysen discusses the metacognitive phenomenon of “being unskilled and unaware,” and how it can sometimes be observed in instructors’ responses (or lack of response) to student evaluations. Dr. Boysen gives several suggestions for instructors about how they can be more metacognitive and put their evaluation feedback to more productive use.
In this post, Dr. Ashley Welsh describes her work incorporating reflection, peer work, and metacognition in a first-year science communication course for international, English Language Learners.
Are Academic Procrastinators Metacognitively Deprived?
Aaron S. Richmond Metropolitan State University of Denver First and foremost, what I am about to discuss with you all is not an educational or metacognitive teaching panacea (aka silver-bullet). But I would like introduce and discuss is the idea of using Classroom Assessment Techniques (affectionately known as CATs) as a form of a metacognitive […]
In this post, Ashley Welsh describes her investigation of students’ metacognitive development in a large introductory organic chemistry course using pre/post metacognitive instrument, a student feedback survey, classroom observations, and student interviews. Her findings offer suggestions for course design and specific reasons why many students might struggle to implement metacognitive strategies.