Metacognition has increasingly been recognized as essential for learning. This paper defines metacognition, discusses its importance, and specifies how faculty can nurture it in students to promote positive learning outcomes. The paper then offers extensive examples based on two formats: (1) activities offered before, during, and after lessons or as ongoing assignments in an online course; and (2) quizzes and examinations (tests), whether multiple choice or essay, that can be analyzed for maximizing future performance.
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Barbara J. Millis