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)orcid 
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/
Appears in Collections:Conference Publication
School of Education

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