metacognition

Incorporating Reflection Questions on Final Exams

Most professional program curricula focus on the required specialized knowledge and skills to meet the profession’s needs. Yet graduates need more than subject matter competencies to meet the requirements of their professional work. Our graduates must be capable of solving complex problems and have dynamic

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Are We Too Jaded for Gratitude?

Hey, you. Yes, you. When was the last time you told your students, colleagues, or (gulp) administrators how thankful you were for them? Or jotted down a gratitude list as you went about your workday?

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Modeling Metacognition: Setting the Tone on the First Day

A vital part of preparing to teach is considering what will most benefit the students we encounter. To be successful across a variety of domains, students need instruction on how to engage in critical thinking, synthesize and evaluate information, and self-evaluate their own learning and

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Practical Applications for Cognitive Strategies in the College Classroom

While there has been considerable interest in cognitive science in education, limited numbers of educators are using this information to inform teaching and learning. That’s according to Weinstein et al. (2018), who identify six effective cognitive learning strategies: spaced or distributed practice, interleaving, retrieval practice,

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Metacognition: The Skill Students Need and Often Don’t Have

Another of those loosely defined but favorite words in higher education, metacognition is mostly understood superficially—“thinking about thinking.” We consider it broadly, generically, as it relates to learning. The mental processes involved are not easy to observe or measure. Even though most academics have good

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Using Learning Science to Make Learning Durable

Have you done all you can do to design learning that will truly stick? In this article, we’ll share tips for how we implement three primary learning strategies—retrieval practice, spaced practice, and metacognition—in the courses we support in our roles as learning designers in the

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before and after learning - making students aware of learning processes

Before and After Learning

Sometimes it isn’t all that easy to see that you’ve learned something or are in the process of doing so. I have sat with many students, handed them something written early in the course and asked them to look it in light of something they’ve

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Metacognition: Knowledge and Regulation of Learning

The easier description of metacognition is “thinking about thinking.” To be metacognitive implies having knowledge of cognitive processes and having the ability to regulate them. In the case of students, that’s knowing about study strategies, their effects on learning, and the ability to act on

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Self-Efficacy: Its Relationship to Learning

The definition of self-efficacy is straightforward: “a person’s perception that he or she has the skill and capability to undertake a particular task.” (p. 1918) It’s important to teachers because of its “consistent” and “demonstrable” links to student learning outcomes. If students believe they can

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