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Reading Summary 4

This document summarizes an article about promoting student metacognition. It discusses how metacognition, which refers to thinking about one's own thinking and learning processes, is important for meaningful lifelong learning. The article emphasizes strategies like planning, monitoring, and evaluating one's learning. It provides ways for instructors to incorporate metacognition into their teaching, such as assigning reflections and explaining their own problem-solving processes. The document also discusses how a peer mentor can apply metacognitive strategies to better assist students by encouraging them to develop personalized learning strategies and reflect on their own learning.

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57 views

Reading Summary 4

This document summarizes an article about promoting student metacognition. It discusses how metacognition, which refers to thinking about one's own thinking and learning processes, is important for meaningful lifelong learning. The article emphasizes strategies like planning, monitoring, and evaluating one's learning. It provides ways for instructors to incorporate metacognition into their teaching, such as assigning reflections and explaining their own problem-solving processes. The document also discusses how a peer mentor can apply metacognitive strategies to better assist students by encouraging them to develop personalized learning strategies and reflect on their own learning.

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© © All Rights Reserved
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Reading Summary 4- Promoting Student Metacognition Alicia Srinivasagam

CMCL 507

Promoting Student Metacognition talks about the importance of metacognition in meaningful


lifelong learning and provides strategies for both students and instructors to improve the
learning experience and promote meaningful personal development. Metacognition refers to
the way we learn about our own learning process through reflection. This analysis of one’s
own learning process is incredibly beneficial to academic success and the development of
cognitive skills. Kimberly D. Tanner emphasizes the ideas of John Flavell, who highlights
planning, monitoring and evaluating your learning as vital metacognitive strategies. These
strategies can be implemented into classroom culture or taught directly to students so that
they can improve their learning experience independently.
Teaching students to think metacognitively in order to develop themselves as learners can
be done through providing metacognitive strategies and self-questions and encouraging
students to monitor and evaluate their learning and success as they complete tests and
assignments. By monitoring their understanding and academic performance students are able
to learn more from each activity and develop personalized study strategies for themselves.
Alternatively, metacognitive thinking can be taught to students through assignments which
ask students to plan their study processes, identify and clear up confusions they may have,
and reflect on their performance in the course in order to improve. These types of
assignments make students monitor their own thinking; allowing them to identify weaknesses
in their learning strategy. Having students do this reflective work for course credit increases
motivation for students to think about how they learn. This promotes a classroom culture
which encourages metacognition. The instructor can also demonstrate their own learning
strategies to the class by explaining how they problem solve, this gives students a concrete
example to metacognitive thinking that they can draw from when they are faced with a
similar problem.
Instructors can also improve student’s learning experience by thinking metacognitively
about they way they teach. By using similar self-questions to plan lectures and course
material to be as useful as possible and monitoring student understanding using active
classroom techniques, the instructor can ensure that each student takes away something
meaningful from the course that they can continue to use in the rest of their degree and
beyond. As the course progresses the instructor can collect feedback from students to assess
whether any changes need to be made.
Since metacognition is vital for students as they grow into lifelong learners, the strategies
in this article will be very useful to me as a peer mentor. I often get a lot of questions about
studying for midterms and completing lab notebook exercises (assignments). As a peer
mentor, I often share my own strategies, including the method I used for studying when I
took the course last year. I have developed these learning strategies over time through
metacognitive thinking, because I have had to learn to study properly and effectively in
university throughout my degree. When I share these things I emphasize that these are only
my strategies; after reading more about of the technical side of metacognition I believe I can
promote this type of thinking to students by encouraging them to think about the way they
learn best. In addition to sharing my own experience and strategies, I can use the self-
questions for students from this resource to facilitate discussion with them. I hope to
encourage them to think about the way they learn, so that they can come up effective learning
strategies for themselves that they can use in other courses as well.

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