Teaching Metacognition: Helping Students Own and Improve Their Learning

Teaching Metacognition: Helping Students Own and Improve Their Learning. Cunningham, P., Matusovich, H., Blackowski, S., & Tech, V.
abstract bibtex

Metacognition is often used as a nebulous term referring to “thinking about thinking”, but this description obscures its function and utility in learning. Broadly, but more specifically, metacognition involves our knowledge and regulation of our thinking processes. While everyone is metacognitively active to one degree or another, we all have room to grow and benefit from improving our metacognitive skills. In particular, many students persist in predominantly using surface approaches to learning, such as rehearsal and memorization, but could benefit greatly from more elaborative and organizational approaches associated with deeper learning (e.g., transferable and lasting learning). This workshop focuses on understanding metacognition, modules instructors can use to engage students in their metacognitive development, and a tool for providing supportive feedback to students about their approaches to learning. Findings from our NSF-funded research inform this workshop.

@article{cunningham_teaching_nodate,
	title = {Teaching {Metacognition}: {Helping} {Students} {Own} and {Improve} {Their} {Learning}},
	abstract = {Metacognition is often used as a nebulous term referring to “thinking about thinking”, but this description obscures its function and utility in learning. Broadly, but more specifically, metacognition involves our knowledge and regulation of our thinking processes. While everyone is metacognitively active to one degree or another, we all have room to grow and benefit from improving our metacognitive skills. In particular, many students persist in predominantly using surface approaches to learning, such as rehearsal and memorization, but could benefit greatly from more elaborative and organizational approaches associated with deeper learning (e.g., transferable and lasting learning). This workshop focuses on understanding metacognition, modules instructors can use to engage students in their metacognitive development, and a tool for providing supportive feedback to students about their approaches to learning. Findings from our NSF-funded research inform this workshop.},
	language = {en},
	author = {Cunningham, Patrick and Matusovich, Holly and Blackowski, Sarah and Tech, Virginia},
	pages = {16},
}

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