Most professional program curricula focus on the required specialized knowledge and skills to meet the profession’s needs. Yet graduates need more than subject matter competencies to meet the requirements of their professional work. Our graduates must be capable of solving complex problems and have dynamic
Hey, you. Yes, you. When was the last time you told your students, colleagues, or (gulp) administrators how thankful you were for them? Or jotted down a gratitude list as you went about your workday?
As an undergraduate I didn’t reflect on my learning. I did what I needed to pass my classes but never thought about how I was growing my knowledge base and skills. I was like most students, but this isn’t the best way to learn, for
A vital part of preparing to teach is considering what will most benefit the students we encounter. To be successful across a variety of domains, students need instruction on how to engage in critical thinking, synthesize and evaluate information, and self-evaluate their own learning and
While there has been considerable interest in cognitive science in education, limited numbers of educators are using this information to inform teaching and learning. That’s according to Weinstein et al. (2018), who identify six effective cognitive learning strategies: spaced or distributed practice, interleaving, retrieval practice,
Another of those loosely defined but favorite words in higher education, metacognition is mostly understood superficially—“thinking about thinking.” We consider it broadly, generically, as it relates to learning. The mental processes involved are not easy to observe or measure. Even though most academics have good
Have you done all you can do to design learning that will truly stick? In this article, we’ll share tips for how we implement three primary learning strategies—retrieval practice, spaced practice, and metacognition—in the courses we support in our roles as learning designers in the
Sometimes it isn’t all that easy to see that you’ve learned something or are in the process of doing so. I have sat with many students, handed them something written early in the course and asked them to look it in light of something they’ve
The easier description of metacognition is “thinking about thinking.” To be metacognitive implies having knowledge of cognitive processes and having the ability to regulate them. In the case of students, that’s knowing about study strategies, their effects on learning, and the ability to act on
The definition of self-efficacy is straightforward: “a person’s perception that he or she has the skill and capability to undertake a particular task.” (p. 1918) It’s important to teachers because of its “consistent” and “demonstrable” links to student learning outcomes. If students believe they can
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