Share the science of learning – without all the jargon.
We know research can be intimidating. This week, we feature our first Research Snapshot, a quick rundown of one powerful strategy and the research to back it up. We've removed the jargon, replaced it with key takeaways, and added a new download, too.
Don't be shy! Our Snapshot is so quick, you can share it with teachers, students, and parents in one minute or less. Whether it's a parent-teacher conference or a quick meeting with a teacher, share our Research Snapshot and empower others to discover the science of learning.
The Value of Metacognition Sheets
Why is it that students often think they've learned something, only to realize they don't know it at all? In one study from 2006, researchers were interested in strategies to improve students' metacognition, or awareness of their own learning.
Procedure: One group of college students listened to lectures, while another group of students listened to lectures and also completed Metacognition Sheets during class. Students in the Metacognition Sheet group rated their understanding of the day’s lecture, wrote down any difficult concepts, and reflected on how they could improve their understanding.
Results: Across four exams, students in the Metacognition Sheet group scored significantly higher than students in the lecture-only group (85% vs. 78%). In other words, when students reflected on their own learning, exam performance increased by nearly a letter grade.
Takeaway: Prompting students to make judgments about their own learning during class or while studying is beneficial for learning.
Strategy: Teachers should use Metacognition Sheets in class, even for just a few minutes. Teachers and parents should encourage students to use Metacognition Sheets at the end of study sessions, too.