Скачать или смотреть Thinking About Thinking: Using Formative Practice to Grow Metacognitive Learners

Learning improves when both instructors and students regularly pause, reflect on evidence, and make intentional adjustments. Metacognition, a students’ ability to plan, monitor, and evaluate their own learning, is one of the most powerful yet underused levers for improving success and persistence in college courses. At the same time, instructors are already collecting rich evidence about learning through formative practices: quick writes, polls, draft reviews, and other low-stakes checks for understanding. This webinar brings metacognition and formative practice together to highlight the impact of the two digitally-enabled, evidence-based teaching practices.

In this insightful panel, faculty and practitioners will explore how everyday formative strategies can be intentionally designed to foster metacognitive learners. Panelists will share concrete examples of prompts, activities, and feedback moves that help students surface their thinking, interpret feedback, and make informed adjustments—rather than simply chasing points. Participants will see models from a range of disciplines and institutional contexts, with attention to how metacognitive supports can advance student success for every learner. Attendees will leave with ideas for an action plan for integrating metacognitive moves into their own formative practice to transform learning for their students.