Encouraging metacognitive reflection in your large undergraduate course
Monday, January 14th 2019
An important skill that helps students to improve their academic success is to learn how to analyze their preparation and performance on an exam. This session will present four metacognitive reflections given to introductory biology students after each exam. The purpose of these reflections is to direct students on how to analyze their own performance, to suggest possible solutions depending on the issue, and to guide students to choose one or two discrete next steps to practice for the next exam. The reflections are administered entirely through Canvas and require short answers to about 10 questions.
Goals and Target Audience:
-Suggest tools for instructors to use to guide metacognitive development in students. Design these tools for a personalized student responses yet make them practical for even the largest courses.
-Provide opportunity for instructors to reflect on how they might modify these tools to meet goals for their own course, and share these ideas with the group.
AUDIENCE: Instructors and others interested in student success