I found the different ideas of metacognition really useful and insightful, being able to teach students with promoting metacognition such as:
activating what students already know
asking for "the muddiest point"
providing students with opportunities for reflection
students asking themselves questions as they read vs previewing the reading
making predictions (what will happen next, what I will hear next in the lecture, what occurs next in the story)
teacher adding prompts during a task (in class or in comments on paper, for example) to make students think
thinking ahead to the next stage (what will I have to know next)
modelling metacognitive strategies.
Showing the students many different metacognitive strategies such as;
record what they think they will learn in the course
reflect on their learning, as it occurs after each unit
use a checklist to track what they have learned/haven't learned
write a reflective essay at the end of a course to identify how far they have come and what they have accomplished
The realization that getting students to achieve self-autonomy through their preferred learning style isn't always the way to go was another good point for me. That I have to guide students and offer them different ways of doing it is the best approach.
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