by Kimberly D. Tanner
This article starts out with two student scenarios with which many faculty will easily resonate (one student with poor and one with good learning skills), and which help make the case for the need to incorporate metacognitive development in college courses. Kimberly then shares some activities and a very comprehensive list of questions that instructors might ask students to answer regarding the planning, monitoring and evaluating of their own learning. While Kimberly makes a point of teaching metacognition within the disciplines, these questions are all generic enough to be used in any discipline. Of note in this article, there is a section that discusses metacognitive instruction, and includes a series of questions that faculty should ask of themselves as they plan, monitor and evaluate their teaching.
CBE—Life Sciences Education; Vol. 11, 113–120, Summer 2012