Publication Date

2022

Abstract

To help students become metacognitive learners, faculty should first consider their own metacognition and the role that plays in their courses. Faculty who take a metacognitive approach to their instruction are aware of their own teaching practices and purpose, and they have an awareness of student engagement and learning and are willing to adapt based on that knowledge (Scharff, 2015). While faculty are often metacognitive in their own discipline, these approaches are not always transferred to teaching (Tanner, 2012). This piece focuses on strategies and approaches faculty can take to use metacognition to reflect on their own teaching practice.

Author Biography

Dr. Stephanie M. Foote is the Senior Associate Vice President for Teaching, Learning, and Evidence-Based Practices at the John N. Gardner Institute for Excellence in Undergraduate Education, and Lecturer in the Higher Education Administration Program at Stony Brook University. Previously, Stephanie was a professor of education at Kennesaw State University.

Author's Notes

Correspondence concerning this article should be addressed to Stephanie M. Foote, Gardner Institute, P.O. Box 72, Brevard, NC 28712. Email: foote@jngi.org

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Download

Share

COinS
 

Metacognitive Teaching–Reflecting on Our Teaching Practice

To help students become metacognitive learners, faculty should first consider their own metacognition and the role that plays in their courses. Faculty who take a metacognitive approach to their instruction are aware of their own teaching practices and purpose, and they have an awareness of student engagement and learning and are willing to adapt based on that knowledge (Scharff, 2015). While faculty are often metacognitive in their own discipline, these approaches are not always transferred to teaching (Tanner, 2012). This piece focuses on strategies and approaches faculty can take to use metacognition to reflect on their own teaching practice.