Metacognition
Why does this matter?
A critical component for deep learning is to be able to assess one’s own learning and performance. Self-directed learners possess these and other skills which are “more and more important at higher levels of education and in professional life” (Ambrose et al., 2010, p. 191), and students who possess such skills will be more prepared to adapt to new careers not yet envisioned.
What does this look like in practice?
To become self-directed learners, most students will need assistance from their instructors. In “How Learning Works,” the authors present a number of steps one might take to scaffold students in their metacognitive process
Encourage students to evaluate their own strengths and weaknesses
By requiring them to reflect and annotate their own assignments through an explanation of the methods, decisions, and/or processes they used to complete the assignment.
Provide specific guidelines, such as a rubric, to students for completion of a peer review
The methodology used for completing an assignment or solving a problem. “With explicit guidelines, criteria, or a rubric, students can provide constructive feedback to one another’s work. This can also help students to become better at identifying the qualities of good work and diagnosing their own problems” (Ambrose et al., 2010, pp. 151-152). You could also ask students to hand in a summary of what they learned in the peer review sessions.
Offer a post-exam review
To provide students with a deep look into their learning habits, or as Poms in “How Test Review Can Improve Students’ Study Habits” suggests – help them get unstuck from bad study habits.
References & resources
- Ambrose, S. A. et al. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco: Jossey-Brass. https://firstliteracy.org/wp-content/uploads/2015/07/How-Learning-Works.pdf
- Conceptión, D. W. (2004). Reading philosophy with background knowledge and metacognition. Teaching Philosophy, 27(4), 351-368. https://www.pdcnet.org/8525737F00588478/file/C125737F0061DCC6C125756D0060B335/%24FILE/teachphil_2004_0027_0004_0055_0072.pdf
- Tanner, K. D. (2012). Promoting student metacognition. CBE Life Science Education 11, 113-120. https://www.lifescied.org/doi/full/10.1187/cbe.12-03-0033
- Ten Metacognitive Teaching Strategies. Center for Innovation & Excellence in Learning. Vancouver Island University. https://ciel.viu.ca/teaching-learning-pedagogy/designing-your-course/how-learning-works/ten-metacognitive-teaching-strategies
You might also be interested in
Collaborative Learning
Fostering Curiosity
Motivating Students to Read