Metacognition, research-based teaching

From Metacognition/Metapoetry 7 MAY 2020 ~ ELENA To be conscious of the process of your learning/to write poetry about poetry… concepts I have been reflecting on in my late teaching and prior research. In a metacognitive teaching environment, I ideally should make my students reflect on their learning. I normally have to ask them about: – how do they find the lesson or the activity – recall the objectives and ask where we arrived so far – what is the best way so they learn it better, for example after trying a fill-in-the-blanks activity or a translation one. Etc. However, I find it more useful to help them think and be self-conscious of their learning within the activities. I can use verbs such as evaluate, discuss, create a new sentence with each key phrase that we just found in the text. In a dialogue or a writing, they retake all our learning puzzle of vocab and grammar and create their own text or conversation. This requires a deep rethinking of their learning that day. They will pick up again, learn from each other, question their understanding and thus mirror-effect, metacognition, self-awareness are achieved, within and without.