REFLECTING ON METACOGNITION

Metacognition is often defined as ‘thinking about thinking’ (Flavell, 1979). Although a seemingly enigmatic definition, it is actually quite accurate when metacognitive strategies are evaluated and implemented. A sophisticated and metacognitive learner realizes the important results of reflection, as just one component of a toolbox of metacognitive practices. These practices can be categorized into one of three groups: metacognitive planning, monitoring and evaluating. This presentation will focus mostly on the internal processing and evaluation of experiences as part of the process of reflection. Reflection can involve asking questions such as “What am I doing now?,” “Is it getting me anywhere?,” “What else could I be doing instead?” (Tanner, 2012).

Incorporating reflective practices into classes and introducing this effective metacognitive strategy to students can take several forms and levels of sophistication. Perhaps the simplest practices are quick in-class activities, such as Think-Pair-Share and lecture wrappers. Somewhat more involved practices can be well-designed discussion questions, that can also be used in an online class. Classroom presentations (a.k.a. “The Talk” of McGuire, 2015) can include introductions to the study cycle and study sessions. Activities that students do outside of class can include concept maps and journaling. An activity at the beginning of the semester is the ‘Letter to Self” and one at the end of the semester is “3 Takeaways”. These, and other reflective activities, will be discussed.