MAPPING METACOGNITION, LESSON PLANNING AND REFLECTION FOR TEACHING AND LEARNING

Abstract

The aim of the paper is to provide a useable framework for mapping lesson planning, reflection and metacognition with the process of teaching and learning. The outcome of this process takes the form of a planning, monitoring and reflection (PRM) map that can help trainee teachers to make a systematic evaluation of their teaching and to reflect on the instructional process as constructively as possible. The intention for using the PRM map is to stimulate trainee teachers’ reflection to evaluate selected aspects of the four main domains of learning: cognitive, affective, psychomotor and metacognitive. The whole process will promote reflective thinking and will help trainee teachers to create a rich source of ideas to turn to when making decisions about the cognitive and metacognitive strategies they and their students2 might use for the task.