Students often think they understand a body of material and, believing that they know it, stop trying to learn more. But come test time, it turns out they really don't know the material very well at all. Can cognitive science tell us anything about why students are commonly mistaken about what they know and don't know? Are there any strategies teachers can use to help students better estimate what they know?

Concepts

teaching strategies, reading comprehension

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Additional Tags

cognition, comprehension, adlit, adlit.org, adlit.org: why students think they understand when they don't, adolescent literacy, daniel t. willingham

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Classroom Considerations

• Knovation Readability Score: 4 (1 low difficulty, 5 high difficulty)
• The intended use for this resource is Instructional

Common Core

RL.7.10