Term
Fall 2019
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Kelly Killorn
Content Expert
Shelley Orr
Abstract
Writing is a process that occurs over multiple steps; this may seem both excruciating and tedious to students. By encouraging metacognition throughout the process, teachers can create more autonomous learners. This capstone uses reflective strategies that address the question How can educators use independent and group reflection processes to help students assess their understanding and mastery of writing state standards? Research concludes that guided interaction with feedback increases student accountability and understanding of effective writing. Through a series of reflective strategies, modeling, and both critical and positive feedback, teachers can shift the way students think about their own writing, benefiting both the classroom culture and the mastery of writing assignments. A literature review implied that both the writing process and metacognition are transferable critical thinking skills across content areas and assignments that increase both student success and confidence. Because of this, a research unit was designed to incorporate lessons to provide students with independent and discussion based metacognitive strategies. Students were given examples of reflective practices to guide them. Lessons also included opportunities for different types of reflective activities. Although it does take additional time to include metacognition in the classroom, strategies should take place frequently and purposefully to establish a culture of interactive reflection.
Project Type
Curriculum
Keywords
Reflective Practice, Writing
Recommended Citation
Kramar, Jessica, "Promoting Student Metacognition to Aid the Writing Process" (2019). School of Education and Leadership Student Capstone Projects. 390.
https://digitalcommons.hamline.edu/hse_cp/390
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects