Help Students Reflect on their Work

  Your Learning Superpower

Prompt:
Everyone has a unique learning superpower! Take a moment to think about how you approach learning. What do you rely on most when solving problems or studying?

Activity:
Choose one of the following "learning superpowers" that resonates most with you:

  1. The Organizer: "I like to break tasks into steps, make lists, and keep everything structured."
  2. The Connector: "I make sense of things by linking new ideas to what I already know."
  3. The Experimenter: "I prefer hands-on activities or trial-and-error to learn best."
  4. The Reflector: "I take time to think deeply about what worked and what didn’t after completing tasks."
  5. The Collaborator: "I learn better by talking through ideas and working with others."

Reflection Prompt:
How does your chosen superpower help you learn more effectively? Think about how you can use this strength in your studies.

Next Step:
Now, as you explore this page, consider how the strategies here can build on your learning superpower and strengthen other areas!

Enhancing Learning Through Metacognition

Metacognition, or "thinking about thinking," empowers students to engage more deeply in the learning process. When students understand their strengths and weaknesses as learners, writers, readers, test-takers, and collaborators, they can actively adjust their strategies and prepare for academic challenges more effectively.

Metacognitive activities help students reflect on two key areas:

  1. Their learning processes – understanding how they learn and identifying areas for growth.
  2. Their sense of purpose and belonging – fostering self-awareness and connection within the learning environment.

Why Metacognition Matters

Metacognition is a powerful tool for:

  • Boosting student success: Encouraging self-reflection helps students monitor their progress and adjust strategies for better outcomes.
  • Fostering equity: When faculty show genuine interest in students' learning processes, it builds trust, increases motivation, and strengthens relationships. Dr. Sandra McGuire's workshops on metacognition highlight how these practices can positively impact motivation and create more inclusive learning environments.

How to Incorporate Metacognition in Your Course

Integrating metacognitive practices into your course can create a more dynamic and inclusive learning experience:

  • Reflective questions: Include open-ended prompts that encourage students to analyze their learning strategies.
  • Activity follow-ups: Ask students to reflect immediately after completing an activity to evaluate what worked, what didn’t, and why.
  • Instructor insights: Use student reflections to improve course activities, instructions, and prompts.

These practices transform learning into an inquiry-based, personal journey that promotes self-authorship—a critical component of student development during the college years.

Further Reading & Resources:

  Baxter Magolda, Marcia B.;  “Self Authorship: The foundation for twenty-first-century education.”  New Directions for Teaching and Learning, 2007, 109

  Bransford, John D., Ann L. Brown and Rodney R. Cocking (eds). “How People Learn: Brain, Mind, Experience and School.” Washington D.C.: National Academy Press. 

  McGuire, S.Y. “Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills, and Motivation.” Sterling, VA: Stylus

  Tanner, K. “Promoting Student Metacognition.” CBE Life Sciences Education; 11(2): 113-120.

  Zhao, N.; Wardeska, J.G.; McGuire, S.Y.; Cook, E. “Metacognition: An Effective Tool to Promote Success in College Science Learning.” Journal of College Science Teaching, 43, 49.