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The B Optimal Library
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Before We Design for Metacognition, We Need to Define What We Are Developing
Strong instructional design can support metacognition, but reflection, feedback, scaffolding, and authentic work do not by themselves define what is developing in the learner. This article argues that metacognitive design should begin by identifying the specific capability to be strengthened, then building the learning experience around that developmental target.
Tim Bower
10 hours ago12 min read
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