Embedding Metacognition and Reflection in Teaching and Learning

Linley Cornish

Embedding Metacognition and Reflection in Teaching and Learning

Linley Cornish

School of Education

Research output: Contribution to conference › Paper › peer-review

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.

Original language	English
Pages	1-11
Publication status	Published - 2009
Event	IUT 2009: 34th International Conference on Improving University Teaching: Navigating Innovations in Teaching and Learning - Vancouver, Canada Duration: 14 Jul 2009 → 17 Jul 2009

Conference

Conference	IUT 2009: 34th International Conference on Improving University Teaching: Navigating Innovations in Teaching and Learning
City	Vancouver, Canada
Period	14/07/09 → 17/07/09

Keywords

Higher Education

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https://hdl.handle.net/1959.11/6089

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AB - 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.

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T2 - IUT 2009: 34th International Conference on Improving University Teaching: Navigating Innovations in Teaching and Learning

Y2 - 14 July 2009 through 17 July 2009

ER -

Embedding Metacognition and Reflection in Teaching and Learning

Abstract

Conference

Keywords

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