For example, in one study, students who were given explicit self-regulated learning training outperformed students in a control condition6.Teachers trained students in summarizing the text, questioning themselves on material related to the text, and answered the questions raised by themselves and classmates thereby fostering self reflection. In general, students who are prompted to self-explain their learning, essentially unpacking the process of their own learning identifying barriers and insights, have greater knowledge gains than students who received no prompt. To students, ‘studying’ often means rereading the textbook or notes, instead of practicing the many activities encompassed under the metacognition umbrella. Many instructors concentrate on covering content in class and assume students should know how to study or that students have learned how to study in high school. Not surprisingly, instructors have tried many different ways to foster metacognitive skills in the classroom 3,4.Ī growing body of research shows that training students to focus on their learning helps. In one of the most comprehensive summaries of student learning evidence, John Hattie found that teaching metacognitive strategies had a large effect size with regard to student achievement ( d=.69). aStudents who struggle to naturally engage in metacognitive behaviors can improve learning when instructors require explicit use of these skills. Instructors can also make sure they ask students questions on material just covered during lectures, or start class by having students look over notes and identifying material they may not have understood. For example, instructors can ask students to reflect on the most important insights they gained from a reading, perhaps consider what surprised them most about an assignment, or to identify the most confusing points of a lecture. The more instructors help students reflect, the more likely students will become self-regulated learners using cognitive skills that will enhance many facets of life. As is evident in this broad definition, there are many components to metacognition of which the key element is a reflection on one’s own thinking processes. Metacognition, defined as “knowledge and cognition about cognitive phenomena” consists of assessing task goals and requirements, evaluating the status of learning goals, planning a strategy, applying the strategy, and reflecting on and adjusting the strategy as needed 2. Based on this research, instructors should take pains to encourage students to reflect on and evaluate what they have learned, processes falling under the umbrella term metacognition. Correspondingly, a broad range of research focuses on the mental processes that influence understanding and memory. We are often overconfident in our understanding of material, biased in our self-assessment of knowledge, and blind to gaps in our knowledge 1. Cognitive scientists document the many difficulties we have in ascertaining our own knowledge. Knowing what you know and what you do not know is one of the most important skills a person can have. Remember that this is just an example of how to get startedĪuthor: Regan A. If there is time, ask them to go back to their notes and use them to fill-in missing pieces, or compare their work with a partner in class to see which parts the other student can complete for them. Push them to briefly describe each part and represent it as meaningfully as possible and to place question marks on parts they do not remember or do not understand well-enough to represent. If appropriate, provide them with a blank or partially completed diagram as a prompt. Direct them to draw a concept map, diagram, or other visual representation of the day’s main concepts without looking at their notes. Save ten minutes at the end of your next class and have students take out a piece of paper. There are a number of approaches from simple to complex helping students acquire skills in “metacognition.” Helping students “think about their thinking” is an important tool in helping them master course content as well as improve their strategies for learning.
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