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Friday, February 9 • 12:45 - 13:45
Using 'flex time' effectively: Developing metacognitive self-regulating student learners

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There is no doubt that education faces many challenges, and that there are many ideas proposed to meet these challenges. One recent initiative in some schools is the provision of 'flex time.' While this is a positive move there is some uncertainty about how students might best use this time to advance their learning across subject areas. A key aspect of students using this time effectively relates to the extent to which they are metacognitive. Metacognition is defined as an individual’s knowledge, control and awareness of his/her thinking and learning processes and the thinking and learning processes of others. Developing and enhancing students’ metacognition is known to enhance their learning and self-regulation, and also their dispositions to learning. All students are metacognitive to some extent, but often their learning processes and strategies, especially those of evaluation and planning, are under-developed for the effective use of 'flex time.' There is a need for students to be explicitly taught about how to think so that they can take advantage of such time designated time. This session focuses on how to develop the metacognitive self-talk regarding self-evaluation and planning that students can use in 'flex time' and also in their other learning activities, both within and outside school hours.

avatar for Greg Thomas

Greg Thomas

Professor, University of Alberta
Hi there. I am a faculty member at the University of Alberta and I focus on learning theory and science education. In particular, I focus on metacognition theory and the development and enhancement of students' metacognition in everyday classrooms and learning settings. I began my... Read More →

Friday February 9, 2018 12:45 - 13:45 MST
Westin: Saskatchewan Rm 10135 100 St NW
  General Interest / Intérêt Général  Learning Resources
  • Room Details Classroom Max Capacity - 136
  • Grade Focus General
  • Tags English