Developing Student Metacognitive Skills Using Active Learning With Embedded Metacognition Instruction
- Global Metacognition
- Aug 16
- 11 min read
Metacognition and self-regulated learning are transformative educational concepts, enabling students to take active control of their learning processes and adapt to academic challenges. In their comprehensive study, Applying Metacognition and Self-Regulated Learning in the Classroom (2020), Efklides and Metallidou explore how these cognitive and self-regulatory frameworks can be effectively integrated into teaching practices. Their research highlights not only the theoretical underpinnings of these concepts but also their practical applications in classroom settings.
You can read the original research article in full here: View of Developing student metacognitive skills using active learning with embedded metacognition instruction.
This essay delves into the key findings and implications of their work, examining how educators can cultivate metacognitive skills and self-regulated learning in diverse educational environments. By addressing the challenges and opportunities presented in the article, this discussion aims to illuminate the pathways through which these powerful tools can enhance student engagement, resilience, and academic success.
Active Learning & Metacognition: A Summary of Key-Findings
The research article investigates the impact of embedding metacognition instruction within an active learning environment on undergraduate students' metacognitive skills, academic performance, and retention in an introductory biology course. The key findings of the study are:
Development of a Metacognitive Continuum: The researchers established a continuum of metacognitive skills encompassing monitoring, knowledge, and regulation. This continuum allowed for the categorization of students into four distinct groups based on their metacognitive abilities:
Not Monitoring: Students who did not accurately assess their academic performance and made no changes to their learning strategies despite poor results.
Not Knowing: Students who monitored their performance but lacked awareness of effective learning strategies beyond basic memorization and rereading.
Not Regulating: Students who had awareness of effective learning strategies but did not implement them.
Regulating: Students who monitored their performance, were aware of, and actively used effective learning strategies.
Association Between Metacognitive Skills and Academic Success: Students with weaker metacognitive skills, particularly those categorized as Not Monitoring, were at a higher risk of poor academic performance and attrition. These students:
Scored below the mean lecture percentage in their sections.
Earned significantly lower grades in both the current and subsequent biology courses.
Experienced a larger drop in GPA from high school to college compared to peers with stronger metacognitive skills.
Had lower retention and graduation rates within three semesters following the study.
Effectiveness of Embedded Metacognition Instruction: The active learning section with embedded metacognition instruction (referred to as the Enhanced section) resulted in:
A significant increase in students' Metacognitive Awareness Inventory (MAI) scores from the beginning to the end of the semester.
A shift in the distribution of students along the metacognitive continuum towards stronger skills, with 55% categorized as Regulating by the end of the semester.
No students remaining in the Not Monitoring category by the end of the semester, indicating improved self-assessment and adjustment of learning strategies.
Comparison with Lecture-Based Sections: Students in the lecture-based sections without metacognition instruction (Regular sections):
Showed no significant change in MAI scores over the semester.
Had a higher percentage of students in the Not Knowing category by the end of the semester.
Retained students in the Not Monitoring category, indicating less improvement in metacognitive skills.
Correlation Between Quantitative and Qualitative Measures: There was a positive correlation between students' MAI scores and their placement on the metacognitive continuum derived from qualitative data. However, MAI scores alone were insufficient to accurately determine individual students' metacognitive skills due to overlap across categories.
Implications for STEM Education: Embedding metacognition instruction within active learning environments:
Strengthens students' metacognitive skills, particularly in monitoring and regulation.
Reduces the number of students with the weakest metacognitive skills, potentially improving academic outcomes and retention in STEM majors.
Can be adopted across introductory courses in the STEM curriculum to support student success, as metacognitive skills are applicable across disciplines.
In sum, the study demonstrates that active learning combined with explicit metacognition instruction enhances students' metacognitive abilities, which are critical for academic success and retention in college-level STEM courses. Educators are encouraged to integrate metacognitive skill development into their teaching practices to better support students' transition from high school to the more rigorous learning environment of higher education.
Metacognition: Reccomendations for Teachers, Educators & School Leaders
Based on this research article we have abstracted the following recommendations for educators:
Embed Metacognition Instruction Within Courses
For Educators: Integrate explicit instruction on metacognitive strategies into your teaching practices. This includes teaching students how to plan, monitor, and evaluate their learning processes.
For School Leaders: Support curriculum development that includes metacognition as a core component, ensuring that instructional materials and training are available for teachers.
Integrating metacognition instruction directly into course content helps students develop awareness of their own learning processes. Educators can achieve this by teaching specific strategies such as goal-setting, self-questioning, and summarizing techniques within the context of the subject matter. For example, in a science class, teachers might have students plan their approach to a lab experiment, monitor their understanding during the activity, and reflect on the outcomes afterward. By embedding these practices, students learn how to think critically about their learning in real-time. School leaders can support this by providing resources and professional development that focus on metacognitive strategies, ensuring teachers are equipped to incorporate them effectively.
Adopt Active Learning Environments
For Educators: Transition from traditional lecture-based teaching to active learning strategies that engage students in the learning process. Techniques such as group discussions, problem-solving activities, and collaborative projects encourage deeper understanding.
For School Leaders: Provide professional development opportunities focused on active learning methodologies and allocate resources to support classroom transformations.
Active learning shifts the focus from teacher-led instruction to student-centered activities that promote engagement and deeper understanding. Educators can implement methods such as collaborative group work, problem-based learning, and interactive discussions that require students to apply concepts and reflect on their understanding. For instance, using case studies in a social studies class encourages students to analyze real-world scenarios and consider different perspectives. School leaders can facilitate this transition by offering training on active learning techniques, modifying classroom spaces to support collaboration, and encouraging a culture that values student participation and inquiry.
Provide Continuous Opportunities for Metacognitive Practice
For Educators: Regularly incorporate activities that require students to reflect on their learning, such as learning journals, self-assessment quizzes, and peer teaching sessions.
For School Leaders: Encourage the implementation of school-wide initiatives that promote reflective practices across different subjects and grade levels. Regular practice is essential for students to internalize metacognitive skills. Educators should incorporate reflection activities consistently, such as learning journals where students document their thought processes, or think-pair-share exercises that promote discussion about problem-solving strategies. These activities help students become habitual in assessing their understanding and strategies. School leaders can emphasize the importance of metacognition by scheduling dedicated time for reflection within the school day and encouraging its inclusion across different subjects, reinforcing the idea that metacognitive practice is a vital part of learning.
Focus on Developing Students' Monitoring and Regulation Skills
For Educators: Teach students how to accurately assess their understanding and performance. Provide tools and frameworks that help them identify when they do not comprehend material and how to adjust their strategies accordingly.
For School Leaders: Implement assessment systems that emphasize growth and self-improvement, rather than solely focusing on summative evaluations. Monitoring involves students assessing their comprehension, while regulation requires them to adjust their learning strategies accordingly. Educators can teach these skills by modeling self-assessment techniques and providing tools like checklists or rubrics that help students evaluate their work. For example, teachers might demonstrate how to identify confusing parts of a text and select appropriate strategies to improve understanding. By explicitly teaching these processes, students become more adept at recognizing when they need to change their approach. School leaders can support this by integrating monitoring and regulation skills into curriculum standards and providing training on effective methods to teach them.
Early Identification and Support for Students with Weak Metacognitive Skills
For Educators: Use diagnostic assessments to identify students who may struggle with metacognitive skills and provide targeted interventions to support their development.
For School Leaders: Allocate resources for support services, such as tutoring programs and workshops that focus on building metacognitive abilities. Identifying students who struggle with metacognition allows for timely support that can prevent future academic difficulties. Educators can use assessments, observations, and student reflections to detect signs such as difficulty in explaining their thinking or a lack of strategy use. Once identified, targeted interventions like personalized coaching, workshops on study skills, or peer mentoring can be implemented. School leaders can allocate resources for these support systems, ensuring that staff are trained to recognize metacognitive weaknesses and that programs are in place to assist students in developing these essential skills.
Train Educators in Metacognition Instruction
For Educators: Participate in professional development programs that enhance your understanding of metacognition and how to teach it effectively within your discipline.
For School Leaders: Invest in ongoing training and development opportunities for staff to ensure they are equipped to foster metacognitive skills in students. Educators need a solid understanding of metacognitive principles to teach them effectively. Professional development opportunities can deepen teachers' knowledge of how students learn and how to foster metacognitive skills. Workshops, seminars, and collaborative planning sessions can focus on practical strategies for integrating metacognition into daily instruction. For instance, training might cover how to design lessons that include reflection prompts or how to use questioning techniques that promote deeper thinking. School leaders play a crucial role by prioritizing such professional development, providing the necessary time and resources, and encouraging a culture of ongoing learning among staff. Check out our CPD resources for help with this!
Encourage Reflective Teaching Practices
For Educators: Reflect on your teaching methods and their impact on student learning. Adjust your approaches based on student feedback and learning outcomes to better support metacognitive development.
For School Leaders: Promote a culture of continuous improvement where educators are encouraged to share best practices and learn from one another. When educators engage in reflective practices, they model metacognition for their students and continuously improve their teaching. Teachers can reflect on their lessons by considering what worked well, what challenges arose, and how students responded. Keeping a teaching journal, seeking feedback from peers or students, and participating in reflective discussions with colleagues are ways to enhance this practice. School leaders can foster an environment that values reflection by providing time for these activities, encouraging collaborative learning communities, and recognizing the efforts of teachers who actively engage in self-improvement.
Promote a School Culture That Values Metacognition
For Educators: Reinforce the importance of self-regulated learning and metacognitive strategies in your classroom discussions and feedback.
For School Leaders: Articulate a clear vision that highlights the importance of metacognition in the school's educational objectives and recognize efforts that contribute to this goal. A school-wide emphasis on metacognition reinforces its importance and encourages consistent practice across classrooms. Educators can integrate metacognitive language into their instruction and provide regular opportunities for students to reflect on their learning. Celebrating successes related to metacognitive growth, such as showcasing student reflections or strategy use, can motivate others. School leaders can articulate a clear vision that prioritizes metacognition, incorporate it into mission statements and policies, and support initiatives that promote a shared understanding of its value among staff, students, and the wider school community.
Implement Supportive Assessment Practices
For Educators: Design assessments that not only evaluate student knowledge but also require them to reflect on their learning processes, such as open-ended questions and reflective essays.
For School Leaders: Ensure that assessment policies and practices at the school level support and reward the use of metacognitive strategies. Assessments that require students to think about their thinking not only evaluate content knowledge but also promote metacognitive development. Educators can design assessments that include self-reflection components, such as asking students to explain their reasoning, identify areas of confusion, or evaluate the effectiveness of their study strategies. For example, after a math test, students might complete a reflection on which problems they found challenging and why. School leaders can encourage these practices by providing guidelines on assessment design, offering professional development on formative assessment strategies, and ensuring that grading policies recognize and value reflective components.
Facilitate the Transition from High School to College Learning Expectations
For Educators: Prepare students for the different learning expectations in higher education by gradually introducing more complex tasks that require deep learning and critical thinking.
For School Leaders: Collaborate with feeder schools to align curricula and prepare students for the demands of college-level work, emphasizing the development of metacognitive skills. Preparing students for the demands of higher education involves gradually introducing more complex tasks and fostering independent learning skills. Educators can provide scaffolded experiences that build critical thinking, research abilities, and self-directed learning. For instance, assigning open-ended projects that require students to plan, execute, and reflect on their work mirrors college-level expectations. Teachers can also discuss the differences between high school and college learning environments, helping students understand the shift. School leaders can support this by aligning curricula with college readiness standards and collaborating with post-secondary institutions to ensure students are equipped with the necessary skills.
Apply Metacognition Instruction Across All Disciplines
For Educators: Integrate metacognitive strategies into all subject areas, not just STEM courses, to provide students with a consistent framework for learning.
For School Leaders: Encourage cross-curricular initiatives that promote metacognitive skill development, fostering a unified approach throughout the school. Metacognitive strategies enhance learning in every subject area. Educators can integrate metacognition by encouraging students to reflect on their thought processes, whether analyzing a historical event, solving a mathematical problem, or interpreting a piece of literature. For example, in an art class, students might reflect on their creative choices and how they convey meaning. By consistently applying these strategies, students recognize the universal importance of metacognition. School leaders can promote interdisciplinary collaboration, provide professional development that highlights cross-curricular applications, and encourage teachers to share successful practices.
Support Students in Self-Assessment and Strategy Adjustment
For Educators: Guide students in setting their own learning goals and monitoring progress. Teach them how to adapt their study strategies based on their performance.
For School Leaders: Provide platforms and tools that enable students to track their learning journeys, such as learning management systems with reflective components. Developing the ability to self-assess empowers students to take control of their learning. Educators can guide this process by teaching students how to set specific, measurable goals and providing tools to track their progress. For instance, using progress charts or digital portfolios allows students to visualize their growth over time. When students learn to evaluate their work critically, they can identify effective strategies and areas needing improvement. School leaders can facilitate this by implementing systems that support self-assessment, such as student-led conferences or school-wide goal-setting initiatives.
Engage Students in Active Reflection on Academic Performance
For Educators: After exams or major assignments, have students analyze their preparation methods and outcomes to identify effective strategies and areas for improvement.
For School Leaders: Establish policies that incorporate time for reflection into the academic schedule, emphasizing its importance in the learning process. Active reflection helps students internalize lessons from their successes and challenges. Educators can incorporate activities like exam wrappers, where students analyze their preparation methods and performance after an assessment. Class discussions that encourage sharing strategies and experiences can also promote collective reflection. These practices help students make connections between their efforts and outcomes, fostering a growth mindset. School leaders can prioritize reflection by scheduling regular times for these activities and emphasizing their importance in communications with staff and students.
Foster Collaboration Among Educators
For Educators: Work collaboratively with colleagues to share strategies and experiences related to teaching metacognitive skills.
For School Leaders: Create professional learning communities focused on metacognition and self-regulated learning to promote shared growth and development. Collaboration enhances teaching by allowing educators to share insights, resources, and strategies related to metacognition. Educators can form professional learning communities focused on specific goals, such as integrating reflective practices or improving student self-regulation. Joint planning sessions and peer observations provide opportunities to learn from one another and develop consistent approaches. School leaders can support collaboration by providing time within the schedule for these activities, encouraging interdisciplinary teams, and recognizing collaborative efforts that lead to improved student outcomes.
Monitor and Evaluate the Impact of Metacognition Instruction
For Educators: Regularly assess the effectiveness of metacognitive instruction through student feedback and performance metrics, adjusting approaches as necessary.
For School Leaders: Support research and data collection efforts to evaluate the impact of metacognitive initiatives on student outcomes and make informed decisions for future practices. Ongoing evaluation ensures that metacognition initiatives are effective and responsive to students' needs. Educators can collect data through various means, such as analyzing student reflections, tracking changes in performance, or conducting surveys about learning strategies. Reflecting on this data allows teachers to adjust their instruction for greater impact. School leaders can support this process by providing tools for data collection and analysis, fostering a culture of evidence-based practice, and encouraging transparency in sharing results and strategies for improvement.
By implementing these strategies, educators and school leaders can enhance students' metacognitive skills, leading to improved academic performance and higher retention rates. Emphasizing metacognition across the educational experience equips students with essential skills for lifelong learning and success in their academic and professional pursuits.
References
Efklides, A., & Metallidou, P. (2020, June 30). Applying Metacognition and Self-Regulated Learning in the Classroom. Oxford Research Encyclopedia of Education. Retrieved 30 Nov. 2024, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-961.
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