Are teaching techniques conducive to active, in-depth learning?
It is important for students’ learning and success to encourage them to revise papers, seek feedback on academic work, and evaluate the quality and reliability of the information they receive. There’s usually room for improvement. The 2008 faculty survey conducted by the Higher Education Research Institute at the University of California at Los Angeles indicates that less than three-quarters of faculty members frequently encourage their students to develop such habits of mind. It doesn’t take more time to teach in this way; it just means using time more effectively. 5. Are faculty members using the principles of metacognition in their classrooms? Professors who take a few minutes in class to encourage students to reflect on their own studying and learning practices report that the quality of engagement and learning soon increases. Just ask the faculty and graduate students in the Teagle Collegia on Student Learning. Participants determine how best to incorporate metacognition, as well
