Improve with Metacognition - new post and resources
lauren scharff
It’s been a while since we last sent any updates - lots going on in life, but that doesn’t mean our passion for helping support metacognition development has waned. In fact, given the growing influence of GenAI, we believe that metacognition is more important than ever. Coupled with critical thinking, students and faculty (and people in everyday life) should be metacognitive of their choices regarding when and how to use GenAI. We invite you to submit posts and/or resources related to that current influence in our lives.
To get us started, we point you to our latest blog post, The Metacognitive Practice of Reinforcing Voice and Identity in the First-Year Writing Classroom, by Dr. Gina Burkart. The prevalent student use of GenAI when writing motivated her to develop and incorporate a new twist on ‘free writing’ in her classroom.
Of course, metacognition has benefits beyond how we are interacting with GenAI, and there is a lot of exciting metacognition research happening! We have updated our Improve with Metacognition resources with new short descriptions and links to recent research (e.g. insights from neuroscience, using metacognition to develop critical thinking, examining the metacognition theory-practice gap in Higher Education, investigating the impact of coaching to develop metacognition).
We hope you enjoy these new materials. Please share with us your efforts and point us to additional resources (publications, podcasts, websites, etc) that we can showcase on the site. Before the end of the year, we’ll again send out some special calls for submissions we hope you will consider. As always we accept individual blog submissions on a rolling basis.
Never written a blog before? This informal type of writing can be a great way to:
try out an idea,
share ways to translate your more formal metacognition-related research into actionable strategies,
share interesting metacognition tidbits that just didn’t fit into a formal publication,
share a story about a metacognition-related teaching or learning experience, and
reach a broader audience.
See our guidelines for more logistics.
Cheers!
Lauren Scharff, John Draeger, and Patrick Cunningham
Improve with Metacognition co-editors