Metacognitive Moments: Incorporating Planning and Reflection into Sociology Courses

• In Event: Teaching and Learning Symposium Roundtable Session
  In Refereed Roundtable (90 minute): Table 4: Sociology in Polarized Times

Abstract

Metacognition is the act of “thinking about your own thinking”-- a simple but effective practice that can help students recognize how they are learning as well as what they are learning. In this symposium presentation, I will briefly define metacognition, including the benefits associated with it within the scholarship of teaching and learning. Next, I will introduce three specific and actionable strategies that instructors can use to integrate metacognition into their classes. Strategy #1 will outline ways that instructors can embed metacognitive practice within the actual design of an assignment. Strategy #2 will introduce specific reflection prompts that instructors can utilize within courses (both in-person and online). Strategy #3 will provide instructors with metacognitive tools that they can use to reflect on their own teaching practice– making them partners in metacognition, rather than solely assigners of the practice. At the end of the presentation, I will describe the positive impacts that incorporating metacognition has had within my own teaching, and also identify areas for future development.


The primary goal of this presentation is to both introduce metacognition as a broad framework to participants and to equip them with specific and actionable tools that they can integrate into their classes and into their teaching practice. I have primarily used these strategies within Introduction to Sociology courses at an urban community college, and will incorporate examples from online, hybrid, and in-person modalities. But, the strategies provided can be revised to fit other levels and topics, too– from dual enrollment/early college to upper level special topics courses.

Author

• Rachel Sullivan, North Shore Community College