by Leonard Geddes | Aug 29, 2014 | The Well
Improving students’ metacognitive skills makes abstract thinking visible. Visible problems are much easier to dissect, diagnose and solve. In essence, by helping students develop their metacognitive skills, we provide them a broadly applicable framework for...
by Leonard Geddes | Aug 28, 2014 | The Well
Tutors provide a valuable point-of-contact service for their institutions. Tutor reports must extend beyond merely reporting the number of students who receive tutoring, quantity of tutor sessions, and other basic information. Metacognitive peer tutors generate...
by Leonard Geddes | Aug 19, 2014 | The Well
Successful students take ownership of their learning. While some fear that students owning their learning may be too much responsibility, this article shows that it can actually lead to freedom. When I was a freshman college football player, I was placed on the depth...
by Leonard Geddes | Aug 7, 2014 | The Well
Part two of A Metacognitive Tutoring Model, included an example of locating and clarifying a problem in which the students’ underlying problem was an insufficient understanding of the task. This article shares an additional example of locating and clarifying a...
by Leonard Geddes | Jul 31, 2014 | The Well
Part one of A Metacognitive Tutoring Model, provided an overview of the program. This article starts our exploration of key elements of metacognitive tutoring with locating and clarifying problems in student learning. Think about the last time you had a problem with...
