Reflecting / Extending
Apply metacognitive strategies to assess the research process and one's own thinking.
Transfer new knowledge to solve new problems.
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Take a Closer Look!
Throughout the problem solving task, students not only apply metacognitive strategies to practice their ability to think about how they are acquiring new knowledge but also what they think about the problem solving process itself. They need to have practice to enhance their ability to think about, plan, and monitor their own performance. Teachers foster reflection and metacognition when students are engaged in asking questions before, during, and after learning, It is important that once students learn a problem solving process, encourage reflection about how they might use the same process in other classes or real-life situations.
  • Celebrate! ... elementary research process tutorial from the Oregon State Library System
  • Reflect on Your Process ... secondary research process tutorial from the Oregon State Library System
  • Reflective Thought, Critical Thinking. Addresses the origin of reflective thought, the application of theories about reflective thought to classrooms, conflicts and issues, and a synthesis of the essential ideas. (Samuel, Shermis. ERIC Clearinghouse on Reading English and Communication)
  • Critical Reflection - Great discussion of the purpose of reflection in the classroom.
  • Reflective Thinking: RT  Explains the difference between "critical thinking" and "reflective thinking," and how to promote metacognition in the classroom.