Wonderful post that reminds me of my freshman year of college when a professor spoke to us about metacognition. That was a pivotal moment for me as a learner. As I sit here on the 4th of July assessing what I need to do to get my thesis back in motion, this advice couldn’t have been more timely. 🙂
By Susan Carter, with thanks to Peter Arthur, UBC
One of the most important things learned when writing a doctoral thesis is the kind of self-knowledge that enables self-management. That skill alone makes the doctoral experience worthwhile, even when the journey is arduous and frustrating. A recent seminar by Peter Arthur on undergraduate metacognitive skills development prompted me to write this post on how metacognitive awareness can be applied to doctoral writing.
Peter had a series of questions for undergraduate students to prompt them to see the metacognitive expectations of a set assignment or in examination preparation. It seemed to me that his line of enquiry, which included drawing on Carol Dweck’s (2008) growth versus fixed mindsets, could be adapted for the purposes of doctoral writing.
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