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Cornish L. Embedding Metacognition and Reflection in Teaching and Learning. 2009.
Please use this identifier to cite or link to this item: http://e-publications.une.edu.au/1959.11/6089
Embedding Metacognition and Reflection in Teaching and Learning
The shift from transmission to constructivist approaches to teaching and learning has highlighted the necessity for learners to 'learn how to learn', to monitor their learning by critical reflection and metacognition. Most students need to be scaffolded to learn to be reflective and metacognitive. In this paper I discuss the role of reflection and metacognition in learning and a range of metacognitive tools which can be used both in learning activities and assessment tasks.