On the Cutting Edge - Professional Development for Geoscience Faculty
The Role of Metacognition in Teaching Geoscience
Topical Resources
Cutting Edge > Metacognition > Strategies for Teaching Metacognition > Reflective Writing to Construct Meaning

Reflective Writing to Construct Meaning

Contributors: Merry Wilson
Laura Wenk
Dave Mogk
Developed at the 2008 workshop, The Role of Metacognition in Teaching Geoscience.

Course level: intro

Description of the metacognitive tactic:
Use short writing prompts to help students reflect on their thinking. Prompts will be exactly the types of thinking skills we want to model for the students, so they can practice the process of independent action and analysis.

Goals for using this tactic

How this tactic helps students meet that goal:
What do you feel confident about explaining to the rest of the class? What do you feel you understand but can't (yet) explain? Specifically articulate responses to what they got wrong, why, and how they can attend to this? Write a memo to yourself/or instructor about what they will do to improve performance in next round.

Developed at the 2008 workshop, The Role of Metacognition in Teaching Geoscience.


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