Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/6089| Title: | Embedding Metacognition and Reflection in Teaching and Learning | Contributor(s): | Cornish, Linley (author) |
Publication Date: | 2009 | Handle Link: | https://hdl.handle.net/1959.11/6089 | Abstract: | The shift from transmission to constructivist approaches to teaching and learning has highlighted the necessity for learners to 'learn how to learn', to monitor their learning by critical reflection and metacognition. Most students need to be scaffolded to learn to be reflective and metacognitive. In this paper I discuss the role of reflection and metacognition in learning and a range of metacognitive tools which can be used both in learning activities and assessment tasks. | Publication Type: | Conference Publication | Conference Details: | IUT 2009: 34th International Conference on Improving University Teaching: Navigating Innovations in Teaching and Learning, Vancouver, Canada, 14th - 17th July, 2009 | Source of Publication: | Improving University Teaching: 34th International Conference: Navigating Innovations in Teaching and Learning, p. 1-11 | Publisher: | Simon Fraser University | Place of Publication: | Vancouver, Canada | Fields of Research (FoR) 2008: | 130103 Higher Education | Socio-Economic Objective (SEO) 2008: | 930201 Pedagogy 930102 Learner and Learning Processes |
Peer Reviewed: | Yes | HERDC Category Description: | E2 Non-Refereed Scholarly Conference Publication | Publisher/associated links: | http://www.iutconference.org/2009/ |
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| Appears in Collections: | Conference Publication School of Education |
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