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Pooja K. Agarwal
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What do metacognition and impostor syndrome have in common?
By Pooja K. Agarwal, Ph.D. (@RetrieveLearn)
Think about a time you wanted to raise your hand during class to ask a question, but you didn’t. Why did you hesitate?
Now, consider some of your students who also hesitate to ask questions. It might be because they’re experiencing “impostor syndrome,” or feeling embarrassed when other students seem to be doing just fine.
I’ve previously shared tip
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“Part of why this occurs is what's referred to as the illusion of fluency. Typically, when current learning feels fluent or effortless, students think that learning and retention will be effortless and easy in the future.3 In this example, it is precisely the repeated re-reading of material (an easy learning activity) that gives students an illusion of fluency, resulting in much higher JOLs for final test performance. In contrast, when learning activities are challenging, students' predictions of their own learning are more realistic and accurate.”
― Powerful Teaching: Unleash the Science of Learning
― Powerful Teaching: Unleash the Science of Learning
“Scientists are currently exploring whether Brain Dumps are more effective if written by hand versus typed; include structure (organize as you go along) vs. no structure; or include prompts (“describe how clouds are made”) versus no prompts. So far, there are no hard-hitting winners when it comes to optimal structures compared to a simple “write down what you can remember” approach.7 We encourage you to do what's practical for you and your classroom and focus on retrieval, not format.”
― Powerful Teaching: Unleash the Science of Learning
― Powerful Teaching: Unleash the Science of Learning
“Feedback-driven metacognition is another Power Tool that significantly boosts learning. It isn't new and you probably give students feedback all the time; the difference is that how you give feedback has a large impact on encoding, storage, and retrieval.”
― Powerful Teaching: Unleash the Science of Learning
― Powerful Teaching: Unleash the Science of Learning