PROMOTING METACOGNITION IN GEOSCIENCE CLASSROOMS

Many instructors complain about the poor level of student performance in their classroom. Despite instructors’ best-practices and best efforts, many students don't perform at high levels. A key reason may be that students have not developed sufficient metacognitive skills: successful students actively think about their learning. They understand their academic strengths and weaknesses, and use that knowledge to guide activities. They understand the importance of attitude, commitment and attention. They are self-regulated learners who consciously and unconsciously monitor their learning.

How can we promote metacognitive knowledge and skills? In our classes we use a variety of strategies. At the start of the semester: students must read, and learn, fundamental literature on theories of learning and thinking; and students write essays that predict and justify the grade they will receive in the course. During the semester: students keep learning portfolios and write self-reflective essays based on portfolio content so they understand what does and what does not contribute to learning; students construct concept maps and do think-aloud exercises; and students analyze exams and other course work to understand reasons for success or failure. Additionally, students complete knowledge surveys before, during, and after the course so they know what they have and have not learned.

Student reactions have been very positive. Though some activities include reflective journaling not commonly encountered in science courses, most students understand the value of these activities for their learning and growth. And, when we forget or omit any of the activities, students complain. Is this working? Students say it is but reliable assessment is needed. At UND we are taking all ths one step further by requiring students to take a sophomore level seminar targeted at helping them become better learners.