The founding collection for the Teaching with Metacognition Repository was created June 2017, with a second issue published June 2018. The repository contains concrete examples from a variety of instructors in one of three categories:
- Developing metacognition skills in our students (e.g., promoting self-monitoring and self regulation when developing reading skills, study habits, test taking, etc. in our students).
- Practicing metacognitive instruction (e.g., instructors being metacognitive about their own teaching practice, i.e. the intertwining awareness and use of that awareness when making intentional adjustments to course design, instruction, and assessment).
- Applying metacognition practices beyond the classroom (e.g. to other student-interaction aspects of the teaching profession such as academic advising, research mentoring, social activity or club advising, etc.)
All submissions have been peer reviewed and share background context, nuts and bolts of their activity / process, and outcomes / lessons learned. Each should be transferable to a variety of disciplines, and we hope you find them useful for your own implementation.