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Goal-setting and Reflection Surveys in Achieve include questions related to metacognition and self-regulated learning.
Metacognition represents an awareness of one’s own knowledge. When students practice metacognition, they are able to monitor and control their thinking processes (1). Being metacognitive can help students self-regulate their own learning more effectively (e.g., setting goals, regulating behavior).
Students may actually need stronger engagement skills, such as self-regulation, to learn effectively in today’s computer-based environments (2). Thus, instructors may need to provide assistance or “scaffolds” to help students regulate their own learning (3).
Fortunately, metacognitive skills and self-regulation behaviors can be taught (4). If you’re interested in supporting your students’ metacognition and self-regulated learning processes, consider asking students to complete the Goal-setting and Reflection Surveys in Achieve.
In addition, the following supports or scaffolds can be used to help students engage in self-regulated learning (5):
You can also consider encouraging students to ask themselves the following questions in order to prompt more metacognitive thinking (6).
While students are planning how they’ll approach a learning task, they can ask themselves:
As students are monitoring their understanding or performance, they can ask themselves:
When students complete a learning task, they can ask themselves:
References
U.S. Department of Education, Office of Vocational and Adult Education. (2011). Just Write! Guide. Scanlon.
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