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I am still noodling where I will use this. I like the idea of having students describe their thought progress but I am thinking more about if it is before or after an SA that I will use it.

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I am excited to attempt organized metacognition in scientific writing. I am hopeful that it can be a huge help in reinforcing the scientific process and the nature of science in general. Introducing metacognitive writing would have many opportunities for guided reflection in science. The NGSS Science practices and crosscutting concepts in particular can be easily converted to metacognitive reflection prompts.

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(Änna)

I'm excited about using this to ground students in their own choices and not just taking responsibility for, but discovering agency in their learning. I worry about implementing it on purpose and building it into routines rather than hurriedly slapping on the end of an assignment as an afterthought. My students have an in-class essay that they're writing tomorrow, and I think the opportunity for them to look at it through the rear view AND to let me know what did and didn't work for them will be really valuable.

I also think that incorporating metacognitive prompts into their reading notes to start class would be a gentle on-road to establishing the expectation that they will take the time to reflect on their learning experiences.

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I am would like to try having students turn in a reflection

- after formative assessments and before they're graded to see how they felt without knowing their grade, and

- then have them reflect again after the assessment is returned to them.

Then have them reflect before the summative assessment ... what content are they understanding what content do they need to redouble their effort on.

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My students do a lot of reflective writing in their journal entries and also on their worksheet prompts. An issue I have is getting them to expand on their answers and not just responding with one sentence answers. I would love for them to respond thoroughly with deep reflection and getting them more engaged esp with the meta-cognitive prompts

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In the past, I have included a reflection as part of each self-assessment for summative projects in photography. It is helpful for me to hear what the students struggled with or where they found pride in their work. What they learned that they didn't know at the start and what they would try differently. I like the idea of using some of the meta cognitive prompts mid-way through projects to get a better pulse on how a project is progressing.

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Suggestion-

I have been doing a participation evaluation for my classes every quarter over the last 10 years or so. It is a self-evaluation that has been consistently helpful to hold the students accountable, but also for me and them each to receive feedback from each other. This would hit the metacognition piece. I would suggest it for anyone who is looking to improve participation and reflecting on why it matters

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Worries: I’ve been wanting include more reflection and meta cognition in my classroom, but I struggle to find meaningful prompts, good checkpoints to do so, and proper motivations to get thoughtful responses from students.

I like the idea of implementing a step by step meta cognitive checklist for students to complete as they work through a bigger project.

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What writing I do use in class is reflective in nature, and I am excited to have some new ideas about phrasing questions to encourage metacognition and deeper reflection.

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It takes time, but the time is worth it. Hoping to use to help students reflect on how they prepare for assessments.

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I’m excited to see what else from the concert that my students can reflect on- I just haven’t been giving them as high quality prompts as I could.