The Mindful Learning Framework
The anticipation of a new semester has always excited me. I have been an educator for 41 years and have worked with students from Pre-K
Marjorie Jackson
February 6, 2023
A FREE PUBLICATION FROM THE CREATORS OF THE TEACHING PROFESSOR
metacognition
Reflection: Changing the Learning Environment
I teach General Education composition classes to first year undergraduate students, which can make my job challenging before students even step into my class. Students
Jeanne M. Hughes, EdD
January 5, 2022
21 Ways to Structure an Online Discussion, Part Four
*This is a five-part series. Five Online Discussion Ideas to Foster Metacognition In this post, the fourth in a series of five articles describing ideas
Annie Prud’homme-Généreux, PhD
April 19, 2021
Boosting Student Motivation Through Connected Reflection
Universities are mandated to be the ultimate “learning culture,” powered by faculty who embody lifelong learning. We know that reflection is essential to learning; it’s
Gillian Parrish, MFA
February 15, 2021
Putting Students in the Driver’s Seat: Equip, Empower, Energize
No one can deny that the world in which we live and work is changing at a tumultuous pace. We live in a knowledge economy,
Cathy Box, PhD
February 7, 2020
Enhancing Learning through Zest, Grit, and Sweat
Early in my career, I focused most of my efforts on teaching content. That is, after all, what most of us are hired to do, right? With experience and greater understanding of how learning works, my attention shifted toward metacognition. I began investing lots of time and energy reading and identifying ways to help students grow as learners while they learned the content.
Lolita Paff, PhD
November 14, 2018
Using Metacognition to Reframe our Thinking about Learning Styles
References to learning styles have become commonplace when faculty and students discuss learning experiences. Although learning styles seem to provide a useful explanation of why students perform differently on different tasks, there is a lack of methodologically sound research confirming their existence in the way they are most often described (Reiner & Willingham, 2010). In fact, most research suggests that people do not use one discrete style to learn new information but vary considerably in the methods they use to learn (Paschler, et al., 2009). Rather than relying on learning styles, focusing instead on metacognition can provide students with strategies that can be adapted and applied based on the learning environment and task. In this article, we briefly address the research on learning styles and metacognition and provide examples of activities to help students develop key metacognitive behaviors.
Hillary H. Steiner, PhD, and Stephanie M. Foote, PhD
May 15, 2017
“Why Do I Need to Know This?”
Do students ever ask you that question? As an assistant professor of mathematics at a community college, I regularly get the question. Most of my students are not mathematics majors, but are taking the class to fulfill a math requirement. I wonder if you find the question as frustrating as I do.
Cristin Barrett
May 12, 2017
Three Ways to Help Students Become More Metacognitively Aware
Metacognition is about being able to successfully plan, monitor, and evaluate your learning. It’s not a skill that can be listed as a strength by most of our students. Few have encountered themselves as learners. They don’t have an expansive repertoire of study strategies. They don’t often think about alternatives when the studying isn’t going all that well. And most don’t evaluate how well they learned beyond the grade they receive. It’s something else that concerned teachers need to worry about while teaching students.
Maryellen Weimer, PhD
December 10, 2013
The Importance of Relevancy in Improving Student Engagement and Learning
For more than nine years, I have been deeply interested in metacognition as it applies to the art and science of teaching. I have also been involved in taking non-professional teachers and training them to be both content area experts and more than adequate teachers in the classroom. This can be a tough endeavor as people like to teach in non-traditional schools for a variety of reasons and some are not always interested in becoming teachers qua teachers. Worse are those who feel being a subject matter expert is enough because as long as they’re talking, the students must be learning, right?
Steve Wyre EdD
June 14, 2013