| Title |
|
Embedding Metacognition and Reflection in Teaching and Learning |
|
|
| Publication Date |
|
| Author(s) |
|
| Editor |
|
Editor(s): IUT Conference Team |
|
|
| Type of document |
|
| Language |
|
| Entity Type |
|
| Publisher |
|
| Place of publication |
|
| UNE publication id |
|
| 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. |
|
|
| Link |
|
| Citation |
|
Improving University Teaching: 34th International Conference: Navigating Innovations in Teaching and Learning, p. 1-11 |
|
|
| Start page |
|
| End page |
|