Helping students learn can be frustrating. They sometimes seem to lack direction and fail to take ownership for their own learning. A wealth of research suggests that students can use self-directed processes to facilitate their own learning. The research includes studies of self-regulated learning, metacognition, reflective practice, self-efficacy, and more.
Metacognition means ‘thinking about thinking’, or in the case of college teaching, ‘learning about learning’. This means being more aware of your own thinking and evaluating the learning strategies you are employing.
- Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills – book by Linda Nilson
- Teaching Metacognition to Improve Student Learning
- Fact Sheet: Metacognitive Processes
- The Role of Metacognition in Learning
- Metacognitive strategies
- Cognitive Wrappers: Using Metacognition and Reflection to Improve Learning
- Promoting Student Metacognition (in a biology education journal)
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