Improving Metacognition in the Classroom

Abstract

Abstract. Students are often overconfident in educational settings and struggle to differentiate between well-learned and poorly-learned concepts. The present article reviews current research on strategies that help students assess their understanding, with a focus on research using authentic educational tasks and materials. We propose a framework for these strategies that we refer to as wait-generate-validate. The wait-generate-validate strategies can give students a more objective measure of their learning from lectures, understanding of course concepts, text comprehension, problem-solving ability, and test preparedness. These strategies have been shown to lead to more effective study decisions and greater learning. Lastly, we translate the reviewed research into practical tips for students and teachers and conclude with recommendations for future research regarding how students judge their learning in diverse educational contexts.

Psychological Studies in the Teaching, Learning and Assessment of Mathematics

“…Considering anxiety as one of the variables at play in the genesis of learning difficulties may induce teachers to significantly modify their teaching methodology and strategies (Phelps-Gregory et al, 2020), on the one hand abandoning the idea that either you have skills or you do not, and on the other hand gaining awareness that promoting logical reasoning alone is not enough to achieve success (Brown et al, 2008;Devine et al, 2018). There are numerous studies in the literature that aim to propose modes of an intervention designed to take into account the impact of the emotional dimension on learning (Jamieson et al, 2010;Brunyé et al, 2013;Park et al, 2014;Supekar et al, 2015;Sokolowski and Necka, 2016;Barroso et al, 2021;Hausman et al, 2021;. From this perspective, an assessment of MA performed during high school entry could become a useful tool to identify which and how many students in a class are at risk of poor acquisition of math skills in the usual course of education.…”

Assessment of math anxiety as a potential tool to identify students at risk of poor acquisition of new math skills: longitudinal study of grade 9 Italian students

“…Considering anxiety as one of the variables at play in the genesis of learning difficulties may induce teachers to significantly modify their teaching methodology and strategies (Phelps-Gregory et al, 2020), on the one hand abandoning the idea that either you have skills or you do not, and on the other hand gaining awareness that promoting logical reasoning alone is not enough to achieve success (Brown et al, 2008;Devine et al, 2018). There are numerous studies in the literature that aim to propose modes of an intervention designed to take into account the impact of the emotional dimension on learning (Jamieson et al, 2010;Yeager and Dweck, 2012;Brunyé et al, 2013;Park et al, 2014;Supekar et al, 2015;Sokolowski and Necka, 2016;Barroso et al, 2021;Hausman et al, 2021;Samuel and Warner, 2021). From this perspective, an assessment of MA performed during high school entry could become a useful tool to identify which and how many students in a class are at risk of poor acquisition of math skills in the usual course of education.…”

Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning

“…In addition to measuring knowledge with a standardized test, we also asked the student teachers to judge their own knowledge. Such self-judgments are relevant in educational research and practice as they prompt learners to evaluate their progress and engage in effective metacognitive strategies (Hausman et al 2021;Metcalfe 2009). Teachers' dispositions shape their ability to assess learning-related aspects, and, in turn, their instructional decisions.…”