These major courses of study lead to the BFA degree at most institutions, or to the BA degree at other institutions.
Metacognition and reflection are terms often used interchangeably, but it is most helpful to distinguish metacognition as a particular form of reflection.
Often instructors and students think about reflection as one specific genre that never changes—a letter or a note to an authority figure about what was done effectively and what could be improved.
At its best, reflection is not a static form. It can work in many dynamic ways: Teaching your students to practice reflection in a variety of ways can facilitate more effective and fulfilling metacognition. General Considerations Coursework can train students to think not only about the subject matter of the field, but also about how they acquire knowledge in relation to society or a specific social context [i.
Students who learn to think about how their academic environments affect their learning strategies are more likely to develop the ability to transfer knowledge among varying contexts. Here are some rules of thumb that make for effective reflection: Students need explicit training to practice reflection and metacognition.
The most effective metacognitive training happens when you talk explicitly with your students about why metacognitive practice is useful. This allows the class to work collectively to imagine strategies that students can then tailor to their individual needs.
Contribute to a class blog as they work. For instance, ask students to post calls for help when they hit an obstacle or become frustrated in some way. Likewise, you might ask them to post when they experience a moment of triumph in their work—perhaps when they found the perfect source after a long search, or when they had an epiphany about a great way to start an essay.
Such contributions build a record of reflection that students can return to later for self-evaluation. The best reflective assignments respond to an authentic problem or a disagreement that needs to be resolved. Otherwise, reflective assignments can be counterproductive by allowing students not to think but to get by operating on autopilot.
For example, many students have come to expect being asked to write self-assessment letters to professors making a case for what grade they think a particular project should receive and why.
Thus, many students automatically write about the effort they spent often in terms of hours or days, rather than anything concrete to actually illustrate effort. In a response like that, virtually no self-assessment is actually happening, because students assume they already know the genre and its markers, and they fill in what they perceive to be the expected answers.
You also might consider allowing the Post-Write to serve as an argument for a separate grade or as a blueprint for a revision that could lead to a re-grade. Reflection in the midst of a process can be as helpful as reflection after the fact.
Reflection can be powerful in a moment of problem solving reflection in-action or after problem solving reflection-on-action. Reflection-in-action, however, allows learners to disrupt bad habits and shift gears as they recognize unproductive strategies.
Reflection should be consistent and responsive. Encouraging a variety of formal and informal reflections allows students to receive different kinds of feedback at multiple stages without overburdening your own preparation time. For instance, across the course of a semester, you might assign: Semi-regular informal in-class reflections that you read and respond to in the next class perhaps condensed versions of the Pre-Write and Post-Write activities mentioned below Self-reflective comments on various project drafts to which you respond individually in writing Collaborative troubleshooting exercises that you have students report back on and respond to in the moment.MEMBERSHIP HANDBOOK: General Information / Policies & Procedures.
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