TeachTalk Webinar: Metacognition - Creating self-regulated learners

Our webinar today was facilitated by Joshua Caulkins from the School of Life Sciences at Arizona State University. The agenda included:

• Defining metacognition;  
• Identifying components of the process for metacognition;  
• Exploring strategies that promote metacognition

Josh showed participants the Cycle of Self-Directed Learning, and had them discuss how they learned to learn. He shared multiple activities from "Promoting student metacognition" by Kimberly Tanner, PhD, that would help students learn to think about their learning. He also showed examples of how to do an "exam wrapper", that could start with a Pre-survey asking students to assess their studying and preparation for the exam. Then afterwards, a Post-survey would ask them if they received the grade they expected, and ask how they might to change the way they study for the next exam.

For more information, browse the resources below:

• Slide Deck 
• Recording link
• Key Articles: (other resources are listed in the slide deck)
• Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K., & Mayer, R. E. (2010). How learning works: 7 research based principles for smart teaching. San Francisco, CA: Jossey-Bass.
• Chew, S., Samford University. Study videos (2019): https://www.samford.edu/departments/academic-success-center/how-to-study 
• Eberley Center, Carnegie Mellon University, Resources on Exam wrappers (2019): https://www.cmu.edu/teaching/designteach/teach/examwrappers/ 
• Tanner, K.D. (2012). Promoting student metacognition, CBE-Life Sciences Education, Vol. 11, p. 113-120. https://www.lifescied.org/doi/full/10.1187/cbe.12-03-0033