How Do I Know: Using Metacognition Within the Honors Program
Major
Spanish Teaching & English Teaching for Jessica Vaught; English Literature & History for Rachel Lachut
Department
Languages, Cultures, and Humanities
Degree
Undergraduate
Mentor
Russell Carpenter
Mentor Department
English and Theatre
Recommended Citation
Vaught, Jessica and Lachut, Rachel, "How Do I Know: Using Metacognition Within the Honors Program" (2016). University Presentation Showcase Event. 79.
https://encompass.eku.edu/swps/2016/undergraduate/79
Abstract
Students can know themselves on many levels, one level being the cognitive level. One way through which students can know their cognitive selves better is through metacognition. Metacognition emphasizes the importance of students’ individual awareness of their personal learning styles and study habits as they relate to both understanding and retaining material. Working at the Noel Studio for Academic Creativity at Eastern Kentucky University, we use metacognitive strategies within student consultations; likewise, the Honors Program utilizes these strategies within its seminars. We will report on the current number of Honors students who are currently using metacognitive strategies by using the “Student Learning Strategies Inventory” (Sweet, Blythe, Carpenter, & Phillips, 2016). From our research, we will understand how Honors students think about the learning process and how they apply it to their Honors studies by discovering how they use metacognition, if they learn from metacognition, and why it is important they continue to use metacognition. Furthermore, we will discuss why the Honors Program should increase its integration of metacognition into its courses. From our research, we want to help Honors students ask themselves one question in order to understand their studies – and themselves – better: “How do I know?”
Presentation format
Poster
Poster Number
007
How Do I Know: Using Metacognition Within the Honors Program
Students can know themselves on many levels, one level being the cognitive level. One way through which students can know their cognitive selves better is through metacognition. Metacognition emphasizes the importance of students’ individual awareness of their personal learning styles and study habits as they relate to both understanding and retaining material. Working at the Noel Studio for Academic Creativity at Eastern Kentucky University, we use metacognitive strategies within student consultations; likewise, the Honors Program utilizes these strategies within its seminars. We will report on the current number of Honors students who are currently using metacognitive strategies by using the “Student Learning Strategies Inventory” (Sweet, Blythe, Carpenter, & Phillips, 2016). From our research, we will understand how Honors students think about the learning process and how they apply it to their Honors studies by discovering how they use metacognition, if they learn from metacognition, and why it is important they continue to use metacognition. Furthermore, we will discuss why the Honors Program should increase its integration of metacognition into its courses. From our research, we want to help Honors students ask themselves one question in order to understand their studies – and themselves – better: “How do I know?”
