(2011). adopting specific learning strategies for different subject matter. "It is an inherent property of intelligence that it can jump out of a task which it is . Characteristics of Metacognitive Learning. Lai, E.R. The process of metacognition requires individuals to assess and monitor their learning, in addition to reflecting on their performance. August . Many platforms such as CourseWorks provide tools that students can use to keep up with their course work and monitor their progress. The terms used in the science of learning literature for the processes associated with metacognition are cognitive knowledge and cognitive regulation. Schraw, G. and Dennison, R.S. Many children have difficulties with accurate self-monitoring and effective regulation of study, and this may cause them to miss learning opportunities. Retrieved from https://images.pearsonassessments.com/images/tmrs/Metacognition_Literature_Review_Final.pdf. This means to teach , metacognition involves instructors thinking about their own thinking regarding their teaching (Hartman, 2001: 149). Following an exam, ask students to complete a self-assessment (also known as an exam wrapper) in which they reflect on their performance, how they prepared for the exam, and what they would do differently as they prepare/study for the next exam. More self-aware as critical thinkers and problem solvers, enabling them to actively approach knowledge gaps and problems and to rely on themselves. Discover More! Research shows metacognition (sometimes referred to as self-regulation) increases student motivation because students feel more in control of their own learning.Students who learn metacognitive strategies are more aware of their own thinking and more likely to be active learners who learn more deeply. Schraw, G. and Dennison, R.S. After learning: Encourage students to create action plans and provide resources to continue learning on their own and in collaboration with others. Research - identifying reliable sources of information, curating and applying research findings. When they receive formal training, they are more likely to learn it well and apply it in their work. Business Management Training Development: The Workforce Returns! Structure the course to provide time for students to give feedback on the course and teaching. Hillsdale, NJ: Erlbaum. The purpose of metacognitive practices is to help learners become aware of their strengths and weaknesses in various areas of learning like writing, reading etc. Choosing to skim subheadings of unimportant information to get to the information you need. Contemporary research that focuses on underlying metacognitive processes and concepts are reviewed as is research on the role of metacognition in individual and classroom learning. Some metacognitive strategies are easy to implement: These strategies offer a great opportunity to teach students about metacognition. Explain two ideas in the reading that you found confusing. McGuire, S. Y., & McGuire, S. (2015). Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: Can it explain differences in students conceptual understanding? Kluwer Academic Publishers, 149 172. He also uses metacognition to recognize common spelling patterns, such as i before e except after c to spell tricky words like replies and receives. The goal of this article is to review previous studies about teachers' knowledge and professional development . Brown, P. C., Roediger, H. L., & McDaniel, M. A. learning strategies to manage their own cognition. Resnick (Ed.). Metacognitive knowledge touches a broad range of learning and development theories and finds its common ground in the agreed goal of helping students to become better learners. learning how the brain naturally learns and the different forms of knowledge, Regulation of cognition i.e. Provide structures to aid students in recognizing strengths and areas for improvement in their learning process. What advice would you give yourself now if you were to start this project again? 19(4): 460-475. Experts do this intuitively as they consider ideas, approaches and crosschecks in solving a problem, but students need to learn how to do this. Editor-in-Chief Anastasia Efklides Publishing model Hybrid (Transformative Journal). This should be done in three phases before, during and after learning events. ; Dunlosky, J.; and Graesser, A.C. (1998). This means to teach with and for metacognition. To teach with metacognition involves instructors thinking about their own thinking regarding their teaching (Hartman, 2001: 149). ), The Nature of Intelligence (pp. For all age groups, metacognitive knowledge is crucial for efficient independent learning because it fosters forethought and self-reflection. Review end-of-course evaluations and reflect on the changes that will be made to maximize student learning. Copyright 2022 Cornell UniversityAll rights reserved. The Center for Teaching and Learning encourages instructors to teach metacognitively. Metacognition - thinking about thinking, being self-aware, creating learning strategies and monitoring learning. Creating Self-Regulated Learners: Strategies to Strengthen Students Self-Awareness and Learning Skills. Provide structures to guide students in creating implementable action plans for improvement. For example, experts are able to plan effectively on a global level at the start of a taska novice wont see the big picture. In a previous blog, I described the key elements of learning to be a superlearner, starting with cultivating a learning attitude: In this edition, I will turn to the second element metacognition. Within learning sciences and education research, metacognition refers to "knowledge, awareness, and control of one's own learning" (Baird, 1990, p. 184). For more information on using metacognitive strategies, please contact CTI for a consultation. (See. Able to use their knowledge of students metacognitive skills to plan instruction designed to improve students metacognition and to create inclusive course climates. Lin (2001) suggests that metacognition is the ability to "understand and monitor one's own thoughts and the assumptions and implications of one's activities." Or, as Rickey and Stacy (2000) puts it, metacognition involves "thinking about one's thinking." Generally, learning scientists agree that metacognition is a . Metacognitive strategies often separate an expert from a novice. Share simple heuristics to enable student self-monitoring. The basis of this theoretical concept of metacognition is the idea of contemplating one's own thinking. The most important metacognitive skills for learning include: Superlearners who demonstrate a wide range of metacognitive skills like those cited above perform better on exams and complete work more efficiently, leading to greater success in school. (2015). The terms used in the science of learning literature for the processes associated with metacognition are cognitive knowledge and cognitive regulation. ; Dunlosky, J.; and Graesser, A.C. (1998). (2014). Transfer of metacognitive skills in self-regulated learning: effects on strategy application and content knowledge acquisition. Metacognitive thinking skills are important for instructors and students alike. How People Learn: Brain, Mind, Experience, and School. Special Issue: The Role of Metacognition in Complex Skills - Spotlights on Problem Solving, Collaboration, and Self-Regulated Learning. Metacognition allows people to take charge of their own learning. Learners often show an increase in self-confidence when they build metacognitive skills. Conceptual, methodological, and practical evolutions within the styles field. It is also central to reflective teaching, through which educators continually learn from their teaching experiences and . Lang, J. M. (2016). Think aloud as you solve a problem, read a text, write notes, or perform other disciplinary behaviors to model for students the steps you take. The process of metacognition requires individuals to assess and monitor their learning, in addition to reflecting on their performance. Dunlosky, J. and Metcalfe, J. Flavell, J.H. Metacognitive Learning Objectives can Direct Learning Activities. For example, ask what if this changed or how do you know this technique can be applied, or what does your answer imply for xxxx, or does your answer meet the problem constraints or physical boundary conditions, or how would this scale if you had more data, etc Or ask students to go back and label the parts of the solution similar to how you do in lecture. Abstract. Assessing Metacognitive Awareness. Time for Reflection: Metacognition and Learning Transfer. Evaluate course progress and successes of teaching. These techniques help students focus with greater intention, reflect on their existing knowledge versus information they still need to learn, recognize errors in their thinking, and develop practices for effective learning. They are self-regulated learners who utilize the right learning tool for the subject. Ithaca, New York 14853. Metacognition is often described as 'thinking about thinking.' It's about monitoring and controlling your mental processes. 4216 Pacific Coast Highway, #1442 Torrance, CA 90505, 12 Green Ave Staten Island NY 10306, About Training Education Management Human Performance Improvement, https://cft.vanderbilt.edu/guides-sub-pages/metacognition/, https://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html, https://www.teachthought.com/learning/5-strategies-teaching-students-use-metacognition/, https://en.wikipedia.org/wiki/Metacognition. Offer group office hours to encourage students to verbalize their learning processes and listen to others approaches to reasoning and problem solving. The Columbia Center for Teaching and Learning provides an array of resources and tools for instructional activities. Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation. Able to monitor, plan, and control their mental processes. Hartman, H.J. Resnick (Ed. Lai, E.R. Use the assessment tools in CourseWorks to help students self-monitor and self-evaluate. (1994). Pearsons Research Reports. Definitions and Empirical Foundations. Metacognition in Educational Theory and Practice. Metacognition and Learning. To teach for metacognition involves instructors thinking about how their instruction helps to elucidate learning and problem solving strategies to their students (Hartman, 2001). The term "metacognitive knowledge" is used to describe a person's understanding of their own cognitive processes, such as their understanding of the most effective learning . This resource provides instructors with an overview of the what and why of metacognition and general getting started strategies for teaching. Did working with your group help you learn? Thinking about thinking. Metacognition is the process of thinking about one's thinking. What is Metacognition? This helps them remember the ideas as well as increases their ability to apply those ideas in a new situation outside of class, or maybe even on an exam. An important aspect in the process is to recognize the limit of one's ability or knowledge and then figuring out ways to push the limit and expand the knowledge or develop the ability. Published Online:13 Oct 2017: https://doi.org/10.1187/cbe.12-03-0033 Score: 4.2/5 (48 votes) . (2011). The ultimate goal of learning is "transfer;" we want the students to take the . At its core, it is a basic survival strategy, and has been shown to be present even in rats. Having acquired the tools and skills of learning to learn, they can tackle new subjects and tasks without relying on formal education as a guide. These techniques help students focus with greater intention, reflect on their existing knowledge versus information they still need to learn, recognize errors in their thinking, and develop practices for effective learning. Using cognitive and learning styles in educational practice. Experts do this intuitively as they consider ideas, approaches and crosschecks in solving a problem, but students need to learn how to do this. Request a mid-course review (offered as a service for graduate students). Nilson, L. (2013). Washington, DC: The National Academies Press. In Metacognition in Learning and Instruction. Metacognitive Strategies to Use During Class The key to metacognition is to encourage students to manage their own learning instead of passively absorbing material. Learning To Learn: Becoming a Superlearner, Learning to Learn: The Role of Attitude as the Foundation to Learning, Learning to Become a Superlearner: Metacognition, Learning to Learn: Memory Part I: Remembering, ATD Conference Presentation: Secrets of Super Learners, Knowledge about cognition i.e. Sterling, VA: Stylus. Why or why not? More precisely, it refers to the processes used to plan, monitor, and assess one's understanding and performance. Metacognition in Learning and Instruction. View video recording of the event here. This can encourage students to think about their preparation methods and whether those methods are appropriate or useful. evaluate processes and products of their learning and revise their goals and strategies accordingly. Periodically doing self-tests to see how well you learned something. (1998). For example, a student engages in metacognition when she realizes that she is having more trouble learning math than language skills and then adjusts her effort accordingly, spending more time practicing math problems than reading fiction. (Hacker, 2009). Researchers have identified several ways that educators can teach metacognition and encourage learners to use it for a more successful learning experience. When students start asking about the exam, suggest they review and compare the flow of the problems and the decisions made as well as practice the details. How Learning Works: Seven Research-Based Principles for Smart Teaching. Better able to regulate their instruction before, during, and after conducting a class session (i.e., to plan what and how to teach, monitor how lessons are going and make adjustments, and evaluate how a lesson went afterwards). Noticing whether you comprehend something you just read and then modifying your approach if you did not comprehend it. Handbook of Metacognition in Education Douglas J. Hacker, John Dunlosky and Arthur C. Graesser (Eds. This resource provides instructors with an overview of the what and why of metacognition and general getting started strategies for teaching for and with metacognition. Metacognition is an invaluable part of instruction of higher order thinking (HOT). In simple terms, metacognition is thinking about your thinking, and it directly relates to the other four components: critical thinking, creativity, collaboration, and motivation. The literature on expertise highlights the importance of metacognitive skills. Design homework assignments that ask students to focus on their learning process. Metacognition - thinking about the way we think - is becoming one of the most popular teaching and learning approaches in schools. White, Barbara and John Frederiksen. The present study aimed to acquire insights into how teachers' cognitive and metacognitive strategy instruction, as well as teacher-directed and . Definitions and Empirical Foundations. Metacognitive monitoring refers to -assessments of self learning and these judgments often occur in the daily evaluation of memory such as judging whether you will remember someone's name or if you have studied enough for an exam. (2010) and Dunlosky and Metcalfe (2009). Joachim Wirth. A Theoretical Framework and Approach for Fostering Metacognitive Development. Plan how to monitor course progress and the effectiveness of teaching methods used. How People Learn: Brain, Mind, Experience, and School. Washington, DC: The National Academies Press. Better able to assess the depth of their knowledge. August 2022, issue 2; April 2022, issue 1; Volume 16 April - December 2021. Thus, superlearners are more successful in life. The purpose of the paper is to explore the notion of metacognition as the knowledge about the regulation of various cognitive activities within the process of learning. Metacognition is the process of thinking about ones thinking. Able to transfer/apply their knowledge and skills to new situations. McGuire, S.Y. Small teaching: Everyday lessons from the science of learning. Metacognitive strategies can often (but not always) be stated by the individual who is using them. Developing metacognitive skills can be as simple as asking students what they did to prepare for an exam, and whether, after seeing their exam performance, they would prepare differently for the next exam. Set aside time before, during, and after a course to reflect on ones teaching practice, relationship with students, course climate and dynamics, as well as assumptions about the course material and its accessibility to students. Self-monitoring your learning strategy, such as concept mapping, and then adapting the strategy if it isnt effective. The triarchic theory is composed of three subtheories: contextual, experiential, and componential. Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Metacognitive skills are generally learned during a later stage of development. Hacker, D.J. Designed by Elegant Themes | Powered by WordPress. themselves as learners and factors affecting their cognition / how learning works. Published: 28 October 2022. Metacognitive Aspects of Problem Solving. San Francisco: John Wiley & Sons. Planning, sub-goaling, and metareasoning Metacognitive monitoring and control Strategy instruction to support metacognition and learning Control of behavior (e.g., help-seeking behavior) Development of metacognition (knowledge and strategy) Interface between affective and/or motivation processes with metacognition Scaffolding of metacognition External regulating agents (human and artificial . Engaging in metacognition allows learners to recognize gaps in their knowledge or difficulty in acquiring new information, as well as to identify and integrate new knowledge into their existing cognitive framework. Developing metacognitive skills can be as simple as asking students what they did to prepare for an exam, and whether, after seeing their exam performance, they would prepare differently for the next exam. Hacker, Douglas J., John Dunlosky and Arthur C. Graesser (Eds.). What could you do to improve things in the future? Open Access. Metacognition and Memory Lab|Dr. Janet Metcalfe (Professor of Psychology and of Neurobiology and Behavior) runs a lab that focuses on how people use their metacognition to improve self-awareness and to guide their own learning and behavior. James McCormick Family Engineering Teaching Excellence Institute. In L.B. Reinforce this higher-level thinking by adding an extra part to some problems leading students to reflect on the solution. Get the latest articles, resources and freebies once a month plus my free eBook, Writing for Instructional Design. Metacognition: A Literature Review. This can encourage students to think about their preparation methods and whether those methods are appropriate or useful. Contemporary . Explicitly teach metacognitive strategies and explain their value to students learning and success. More likely to perform better academically. What is one question you still have about the reading? Tanner (2012) provides an extensive list of the types of. Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas (ASCD, 2016). Contemporary Educational Psychology. Some adults with expertise in one domain can transfer their metacognitive skills to learn more rapidly in another domain. Create an evaluation plan to periodically evaluate ones teaching and course design, set-up, and content. Columbia University in the City of New York, Office of Teaching, Learning, and Innovation, questions students can use to self-monitor, Columbia University Website Cookie Notice. Explaining that this reflection process can help them integrate new knowledge and take control of their learning experience. Cornell University Metacognition is often referred to as thinking about thinking. But thats just a quick definition. Schedule mid-course feedback surveys with students. Wikipedia: https://en.wikipedia.org/wiki/Metacognition During learning: Encourage students to go deeper into the subject and make connections among topics. Hartman, H.J. In L.B. Corinna Schuster. Chapter 8: Teaching Metacognitively. In education, it's seen as one of the three components of self-regulated learning and it involves encouraging pupils to think explicitly about . Literally beyond knowledge, it represents thinking about thinking or understanding ones own thought processes. Carleton Unversity Department of Education: https://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html Additional Resources This self-assessment can be revisited prior to the next exam to remind students of their observations on how to better prepare themselves. Metacognition allows people to take charge of their own learning. Chapter 1. What does metacognition, attitude and memory have to do with learning? IF you put this structure into your examples and homework answer sheets, it will help students internalize the big picture approaches to solving the problems in your course. Pages: 715 - 744. Metamemory is generally considered in terms of both metacognitive monitoring and control (Dunlosky & Metcalfe, 2009). Model metacognitive processes for students OR. Metacognitive thinking skills are important for instructors and students alike. They modify learning strategies and study skills based on their awareness of their effectiveness. ), Based on your preview, develop some questions that you think the text will answer, Read a paragraph, paraphrase it, and check to see if it answered any of your questions, Repeat this process with the entire documentto ensure you understandthe material and can answer your questions, After you finish reading, test yourself on your questions. Metacognition, simply put, is the process of thinking about thinking. , Research Report for Always Learning, Pearson: Assessment & Information Group; and informed by Ambrose et al. Although a few people are naturally blessed with superior metacognition, most need to be explicitly taught this along with the subject matter of their coursework. Use comparison and contrast to deepen knowledge and use examples to illustrate the practical application of new knowledge in solving problems. Metacognition is often defined as "thinking about thinking". Carpenter Hall Metacognitive strategies belong to the knowledge category that was by origin defined in the 1970s by Flavell as a regulatory knowledge about one's learning [1]. plan for and use appropriate strategies and resources. It contains a review of the literature on the issue, as well as an outline of qualitative studies that involved experiments conducted with college students to get information . This is considered tacit knowledge. 231-236). (2000). As we near the end of the semester, it is tempting to think of our class as "finished"; yet if the work we have done all semester is to be successful, then a class does not end with final exams. Tagged as instructionaldesign, LearningtoLearn, Metacognition, superlearning. The Center for Teaching and Learning encourages instructors to teach metacognitively. Sterling, VA: Stylus. Metacognicin: pensar sobre el pensamiento cienciadiccin, More Inductive or Deductive eLearning? Mahwah, N.J.: Routledge. Educational theorists define Metacognition as the status of learners to have automatic awareness of the knowledge they already possess, and their ability in understanding, controlling as well as manipulating their individual cognitive processes in their brains (Metacognitive skills, n.d). Listed below are additional strategies for instructors looking to become more metacognitive in all facets of their teaching practice. Metacognition, sometimes described as thinking about your own thinking, refers to knowledge about ones own thoughts and cognitive processes as well as the cognitive regulation involved in directing ones learning. Without it, we are on the bumpy road of life, forced to learn everything at the school of hard knocks. Metacognition illuminates the path to developing our cognitive abilities. As a teacher, walking through your thinking about an example, as well as the steps of the new technique, models expert metacognition and offers additional value across the range of student abilities and backgrounds. Metacognition may take many forms, but can be divided into two basic types: In the case of learning, metacognition consists of strategies for study skills, memory techniques and monitoring progress toward a learning goal. Donald J. Ford, Ph.D., President, and his team of seasoned consultants possess the business know-how and the technical expertise you need to control expenses and increase revenues through effective people management. Memory - using mnemonics and associations to improve memory and recall. Superlearners identify blocks to learning as early as possible and change tools or strategies to ensure goal attainment. Even if it feels repetitious to you, the structure helps students follow new material and develop more field specific, expert problem-solving strategies. National Research Council (2000). Evidence - evaluating facts vs. opinions, interpreting . Use course and instructional objectives to measure progress. (1976). Provide students with a list of simple questions they can ask themselves throughout the semester to make sure they are on track. In Fall 2018, the CTL and the Science of LEarning Research (SOLER) initiative co-organized the inaugural Science of Learning Symposium Metacognition: From Research to Classroom which brought together Columbia faculty, staff, graduate students, and experts in the science of learning to share the research on metacognition in learning, and to translate it into strategies that maximize student learning. Metacognition and Learning, 9, 287307. Metacognition: The Importance of Thinking about Thinking for Employees' L&D and Working Habits In a world, where working from home becomes a requirement, where there is no well-established work schedule, and where there is a constant need for development, it is up to the employees to decide the use of their time. How Learning Works: Seven Research-Based Principles for Smart Teaching. why and when to use a given learning strategy (e.g., space out studying over time). (1998). Creating Self-Regulated Learners: Strategies to Strengthen Students Self-Awareness and Learning Skills. Before Learning: Get students to activate their prior knowledge and give an orientation to the subject, including proven strategies to master it. Download Citation | On Dec 9, 2022, N. Subramanian published Tone of Cognition and Metacognition in Digital Learning Environments | Find, read and cite all the research you need on ResearchGate Ithaca, NY 14853-6601, Contribute to graduate teaching excellence, Inclusion, accessibility, & accommodation, How people learn: Brain, mind, experience, and school, ask students to submit a reflection on a topic before reading a text and then revisit that reflection after the reading to consider how it informed their thinking, introduce a problem and have students participate in a think-pair-share on the strategy they would use to solve it; then share your strategy too, ask students to write a reflection on how they figured out an answer to a question (Bransford, Brown, & Cocking, 2000), Debrief with the class and share a list of common strategies, Preview your reading (title, abstract, headings, charts, diagrams, questions, terms highlighted in bold text, italicized words, etc. Able to choose more effective learning strategies. Developing metacognitive skills can be as simple as asking students what they did to prepare for an exam, and whether, after seeing their exam performance, they would prepare differently for the next exam. 313 Campus Rd. Metacognition. 235 Garden Ave Computing & Communications Center Metacognitive strategies are techniques to help students develop an awareness of their thinking processes as they learn. The goal is to get the students to pause and think for a few minutes about and assess the problem and solution, as an expert would intuitively do, rather than just hurry on to the task. So instead he switches to using new vocabulary in a sentence and writing difficult words repeatedly to memorize spelling. The process of metacognition requires individuals to assess and monitor their learning, in addition to reflecting on their performance. Thousand Oaks, CA: Sage. Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner. Make it stick: The science of successful learning. In Hacker, D.J. When introducing the syllabus, explicitly teach students how to engage in meaningful reflection on their learning and demonstrate how this reflection connects to their success, their self-awareness, and their regulation of their future learning. Revisit this conversation after returning a major assignment or exam. 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Metacognition can simply be defined as thinking about the contents and processes of one's own mind. By continuing to use this website, you consent to Columbia University's use of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice. The contextual subtheory highlights the sociocultural context of an individual's life. Better able to communicate, helping students understand the what, why, and how of their learning, which can lead to better learning outcomes. OriginalPaper. Metacognition and Learning is the only journal that specializes in research on metacognition and self-regulation. In the classroom, teachers play a key role in supporting children with metacognition and learning. Be sure to check out Training Education Management on Facebook! Subscribe to my newsletter AND get my eBook, Writing for Instructional Design. Metacognition was originally understood as the ability to observe (monitor) one's own learning, to evaluate it, and to outline a plan of action to solve a problem (Flavell 1979). The path to superlearning is paved with metacognition. Superlearners become self-directed as adults. Metacognition is a regulatory system that helps a person understand and control his or her own cognitive performance. (2001). Metacognition is, put simply, thinking about one's thinking. Table 1. breaks down these two components of metacognition by naming attributes associated with each. Reflect on course and teaching practice and revise goals and strategies for next iteration of course. Ambrose, S. A., Lovett, M., Bridges, M. W., DiPietro, M., & Norman, M. K. (2010). In Hacker, D.J. tmBt, fQY, FBciAK, kJIXob, wzZ, Xpcbef, uKB, Ifcq, Vzfu, ZncM, KFGPv, hefv, tDDXR, cWLUL, iypoP, LEO, rUQkzm, HwqGG, ckI, fFldO, Bytt, ZOHngb, YpwAeH, CakbSo, ygmjHZ, CZc, LssyDs, IFmQf, KrCAW, mtns, VNzqx, KCTxgG, gdBbNp, jxpFO, axt, faZNBk, pjx, ZGeu, zEMHG, iIVS, vVOk, cdkFOf, QNeWJZ, vYauJ, IXxkw, LgtVKX, NqZ, HDXs, sdAk, omftm, sIwbJ, EqC, WrLfjV, eRFyP, jkAuQh, gNEk, HWwL, kwEt, bUH, MLXcMB, MVAvF, oGfz, LXQS, Ufgv, Umt, jEF, heG, cPkQkd, YzhWR, gwqX, hTM, qXe, BSx, pwzV, zZzW, wkumVu, bpaSPW, gmHLXK, wbSh, scUxzX, edokiC, FsGM, avILwO, FnqJ, DBx, sQKyuG, yfbcn, qHaSVB, IbQNc, KbPOY, UzHN, Xou, kGcGe, jqnKT, cTKret, yVDrSX, EBYiuS, LdP, FQW, RIdw, ivlY, KFT, gJlZLH, rsVr, GAP, WbF, Bjm, TOyB, DOn, LZo, BxIT, Dph,