When students use metacognition, they become tremendously empowered as learners because they begin to be able to teach themselves.”
When students use metacognition, they become tremendously empowered as learners because they begin to be able to teach themselves.”
On Monday, August 23rd, Dr. Saundra McGuire facilitated an interactive session for faculty and staff to explore metacognitive strategies that increase students' understanding of and investment in their learning. The information in this keynote echo the strategies she suggests in her book and will help you integrate or be more intentional about metacognitive strategies in your classes.
(Must be logged into Amherst account.)
This Learning Scientists' blog post provides a list of resources that further describe the research that demonstrates the benefits of metacognition as well as concrete classroom applications.
This Teaching with Metacognition Repository contains concrete examples from a variety of instructors in one of three categories:
Thinking about Metacognitive Instruction - questions that students and teachers ask about learning and how to become more aware of the learning process
View sample questions and strategies to promote student metagocgnition about learning in a science classroom in Kimberly D. Tanner's Promoting Student Metacognition article.
Looking for a copy? Check out the CTL Resource Library. Resources may require Amherst login.