Embedding Metacognition and Reflection in Teaching and Learning

Author(s)
Cornish, Linley
Publication Date
2009
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.
Citation
Improving University Teaching: 34th International Conference: Navigating Innovations in Teaching and Learning, p. 1-11
Link
https://hdl.handle.net/1959.11/6089
Language
en
Publisher
Simon Fraser University
Title
Embedding Metacognition and Reflection in Teaching and Learning
Type of document
Conference Publication
Entity Type
Publication

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