Every rubric, every scaffold, every clearly posted objective has a cost nobody talks about. When you remove uncertainty before students can feel it, you remove the experience that builds their capacity to navigate it. This episode names that capacity - metacognitive monitoring - explains why the well-designed classroom quietly works against it, and gives you one standing weekly condition that builds the rep.

This episode draws in part on research in:  

• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
• Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444.
• Kapur, M. (2016). Examining productive failure, productive success, unproductive failure, and unproductive success in learning. Educational Psychologist, 51(2), 289–299.