Writing a metacognitive reflection strategies

By asking students to relate information learned in the course to their past feedback-seeking experiences and by providing opportunities to apply that knowledge while they are getting feedback in the course, we think we are helping students to improve their metacognitive skills since they are using both written reflections and feedback as tools to develop such skills.

Feedback effectiveness: Can degree appraisals be improved? A post-write can be an effective way of getting students to think carefully about their process, the product, and the assessment of that product.

metacognitive reflection example

Copyright by ASCD. In time, students will get used to processing what they learn and will be able to apply knowledge in new contexts. Often instructors and students think about reflection as one specific genre that never changes—a letter or a note to an authority figure about what was done effectively and what could be improved.

There were approximately 40 students in each class. We are motivated to continue to systematically analyze student responses to the initial in-class reflection questions and to the final exam questions. The post-write may take many forms, from a simple worksheet providing questions to answer, to an informal letter of advice to future students taking on similar projects, to a formally written reflective essay.

How was that time organized? Strategy 1: Role Playing. Retrieved from ProQuest Dissertations and Theses database.

Metacognition

By asking students to relate information learned in the course to their past feedback-seeking experiences and by providing opportunities to apply that knowledge while they are getting feedback in the course, we think we are helping students to improve their metacognitive skills since they are using both written reflections and feedback as tools to develop such skills. Then, students reflected on how they could apply this knowledge to their own lives. For example, ask them to choose something a peer disliked or disagreed with and respond to it in writing or in direct conversation with their peers. This analysis could be challenging because our activity consists of only one in-class reflection question based on prior feedback-seeking experiences and one final exam question based on a feedback-seeking experience in the course itself. For instance, about how much time did you spend on each of the following the individual tasks will vary from project to project : Creating a plan of action Research. Overall, students showed an improved understanding of effective feedback following the in-class activity. Here are a few guidelines for informal writing activities: Start with simple, open-ended prompts: What did you find helpful from today's lesson? For what purpose? What were some things my teammates did that helped me to learn or overcome obstacles? Such written reflections should encourage students to learn about how they may help or hurt themselves by the kind of information they focus on when asking for feedback from instructors e.
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Ten Metacognitive Teaching Strategies