HIGH IMPACT, LOW EFFORT METACOGNITIVE STRATEGIES: A WIN FOR STUDENTS AND FACULTY

Introducing the concept of metacognition and infusing metacognitive strategies into classes has benefited student learning. Previous studies have demonstrated that achievement gaps, particularly present in community college populations, have been reduced when courses are structured to include abundant feedback opportunities and multiple opportunities to practice and engage with the course material (Haak et al, 2011). Incorporating metacognitive strategies, many of which require only minor adjustments to a class meeting, take little time to plan and implement, and can be repeated and used by students outside of class. When used consistently, these strategies also structure a course such that students remain engaged, receive generous feedback from both the instructor and peers, and are active with content each class meeting. Thus, relatively low faculty effort yields high impact on student learning. Students often remark that they wish someone had previously shared metacognition with them earlier in their educational journeys, as they find the strategies useful, and for some, transformative. Examples of how and when to implement high student impact, low faculty effort strategies will be shared, including student stories and feedback.