The ability to think about one’s own thinking—metacognition—is identified as one of the keys to subject mastery in most, if not all, disciplines. It is clear that being able to be one’s own critic — assessing and reassessing one’s understanding — is of critical importance to learning. Rarely, however, is metacognition explicitly taught or discussed as a centerpiece of learning in a content-heavy classroom, even with the best intentions of the professors.
A panel of Hofstra faculty from the disciplines of psychology, biology, law, engineering and writing studies will share results from their ongoing research about the impact of integrating the teaching of metacognitive skills with substantive content. The panel will engage the audience in discussion about specific metacognitive practices that can be used throughout undergraduate and graduate programs. After an overview of research in metacognition in our subject areas, the panel will facilitate small-group discussions, each focused on a metacognitive technique that can be applied in a wide range of classroom contexts. The groups will then share highlights from each discussion, with the aim that attendees learn about tools to easily introduce and teach metacognition in their own classrooms.
Goldberg, Saryn R.; Gundlach, Jennifer; Masnick, Amy M.; Rich, Jennifer A.; and Santangelo, Jessica R., "Thinking about Students' Learning: Metacognition Across the Disciplines" (2017). Hofstra University Distinguished Faculty Lecture Series. 12.