Better teaching: Metacognition and Dunning Kruger
| If you want your students to learn as much as possible, then you want to maximize the amount of metacognition they're doing. | Link | Metacognition (or thinking about thinking) is the secret to and driving force behind all effective learning. Detailed post from edutopia.org |
| What Kids Should Know About Their Own Brains | Link | By Annie Murphy Paul at kqed.org/mindshift |
| Metacognition for KS4 & KS5 | Link | List of related resources from Andy Lewis |
| Excellent guide for students | Link | Also put together by Andy Lewis |
| How to Help Students See When Their Knowledge Is Superficial or Incomplete | Link | By Daniel T. Willingham at aft.org |
| Students’ judgements of their own learning often exceed their knowledge on a given topic. Instructor fluency leads to higher confidence in learning, but not better learning |
Link | Though participants rated the fluent instructor significantly higher than the disfluent instructor on measures of teaching effectiveness and estimated that they had learned more of the material, actual learning between the two groups did not differ as assessed by a memory test Seminal paper (abstract) from rd.springer.com |
Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related |
Link | Paper abstract from sciencedirect.com/ |
| The Dunning Kruger effect | Also known as 'the illusion of knowledge' | |
“We propose that those with limited knowledge in a domain suffer a dual burden: Not only do they reach mistaken conclusions and make regrettable errors, but their incompetence robs them of the ability to realize it.” |
Link | wikipedia article |
| Implications of the Dunning Kruger effect | Link | Detailed discussion from learningshrew.wordpress.com |