So what if ‘metacognition’ is vague!
by John Draeger (SUNY Buffalo State) When Lauren Scharff invited me to join Improve with Metacognition last year, I was only vaguely aware of what ‘metacognition’ meant. As a philosopher, I knew about...
View ArticleExploring the relationship between awareness, self-regulation, and metacognition
Thinking about thinking, awareness, and self-regulation Click To Tweetby John Draeger (SUNY Buffalo State) Recent blog posts have considered the nature of metacognition and metacognitive instruction....
View ArticleLearning Styles & the Importance of Critical Self-Reflection by Tesia Marshik
Tesia Marshik considers widespread misconception that effective learning depends on a particular learning style. Thursday, April 23, 2015The post Learning Styles & the Importance of Critical...
View ArticleImprove learning by Thinking about Learning by Todd Zakrajsek
Todd Zakrajsek considers the importance of focusing on the process of learning and looking for opportunities exercise our understanding. Thursday, April 23, 2015The post Improve learning by Thinking...
View ArticleUsing Just-in-Time assignments to promote metacognition
by John Draeger (SUNY Buffalo State) In a previous post entitled “Just-in-time for metacognition,” I argued that Just-in-Time teaching techniques could be used to promote both higher-order-thinking and...
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An Aristotelian conception of metacognition (Part One)
by John Draeger (SUNY Buffalo State) As I prepare for my philosophy courses this fall, I find myself thinking about both Aristotle and metacognition. Aristotle’s theory of virtue figures prominently in...
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An Aristotelian conception of metacognition (part two)
by John Draeger (SUNY Buffalo State) In my last post, entitled An Aristotelian conception of metacognition (part one), I described how my thoughts on teaching Aristotle next semester converged with my...
View ArticleTwo forms of ‘thinking about thinking’: metacognition and critical thinking
by John Draeger (SUNY Buffalo State) In previous posts, I have explored the conceptual nature of metacognition and shared my attempts to integrate metacognitive practices into my philosophy courses. I...
View ArticleTeaching a new course requires metacognition
by John Draeger, SUNY Buffalo State One of the joys of being an academic philosopher is the freedom to explore new ideas. For example, the recent retirement of a colleague left a gap in my department’s...
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Metacognition in Academic and Business Environments
by Dr. John Draeger, SUNY Buffalo State I gave two workshops on metacognition this week — one to a group of business professionals associated with the Organizational Development Network of Western New...
View ArticleFine-tuning Just-in-Time assignments to encourage metacognition
By John Draeger, SUNY Buffalo State In two previous posts, I’ve argued that instructors can improve metacognition through Just-in-Time teaching (JiTT) assignments (Draeger, 2014; Draeger, 2015)....
View ArticlePromoting metacognitive reading through Just-in-Time Teaching
by John Draeger, SUNY Buffalo State In a series of previous posts, I have discussed some of the ways that Just-in-Time Teaching techniques can promote metacognition (Draeger, 2014, 2015, 2016)....
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Promoting academic rigor with metacognition
By John Draeger (SUNY Buffalo State) A few weeks ago, I visited Lenoir-Rhyne University to talk about promoting academic rigor and I was reminded of the importance of metacognition. College faculty...
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Keep Calm and Improve with Metacognition: reflecting on three years of...
John Draeger, SUNY Buffalo State As Lauren and Aaron have recently noted, Improve with Metacognition (IwM) is now three years old. The site has become a space for collaboration and conversation around...
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Fundamental concepts and bottlenecks as guides to metacognitive instruction
by John Draeger, SUNY Buffalo State In an earlier post, Lauren Scharff and I argued that metacognition can help instructors select and apply appropriate teaching strategies (Draeger & Scharff,...
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Metacognition supports HIP undergraduate research
by Dr. John Draeger, SUNY Buffalo State The Association of American Colleges and Universities (AAC&U) has identified a number of high-impact learning practices (e.g., undergraduate research,...
View ArticleMetacognition is essential to ethical teaching
by John Draeger, SUNY Buffalo State In his most recent post, Aaron Richmond considers the possibility that promoting metacognition might be unethical (Richmond, 2018). According to Richmond, ethical...
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Metacognitive support for HIP student learning communities
by John Draeger, SUNY Buffalo State In a previous post, I argued that metacognition can support undergraduate research because it encourages students to become aware of the inquiry process and it can...
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On the Benefits of Metacognition: Seeking Justice by Overcoming Shallow...
By John Draeger, SUNY Buffalo State In his “Letter from Birmingham Jail,” Martin Luther King Jr. responds to the white moderates of Birmingham who believed his protests were ill-timed and unnecessary....
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