Metacognitive practices help students become aware of their strengths and weaknesses as learners, writers, readers, test-takers, group members, etc. A key element is recognizing the limit of one’s knowledge or ability and then figuring out how to expand that knowledge or extend the ability. Those who know their strengths and weaknesses in these areas will be more likely to “actively monitor their learning strategies and resources and assess their readiness for particular tasks and performances” (Bransford, Brown, & Cocking, p. 67).
From: Vanderbilt University Center for Teaching - Metacognition at wp0.vanderbilt.edu/cft/guides-sub-pages/metacognition/
Metacognitive Thinking: Students will evaluate the effectiveness of a project plan or strategy to determine the degree of their improvement in knowledge and skills.
Trait 1: Project Management: Evaluate the effectiveness of a project plan or strategy.
Trait 2: Self-evaluation: Evaluate improvement in knowledge and skills.
Credo Reference: Encyclopedia of Special Education: Metacognition - Entry from the Credo Reference Database about Metacognition.
Metacognitive Thinking: MU Learning Outcomes Supporting Documentation - Gives precise information about traits and performance levels expected of students learning to master this learning outcome.
The Top 5 Most Useful Metacognitive Strategies (as reported by our students) - Resource from Durham Tech with valuable strategies for metacognitive thinking.