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Table 1 Summary of the TALK module

From: Beyond “study skills”: a curriculum-embedded framework for metacognitive development in a college chemistry course

Phase

Purpose

Metacognitive component attribute

Phase I: Awareness and Experiences

Weeks 1–3

To engage students’ beliefs about themselves as learners and about effective study strategies

To encourage students to reflect on experiences they have had while learning and introduce students to metacognition

Metacognitive Knowledge/experiences

 • Self-efficacy

 • Nature of intelligence

 • Goal orientation

 • Knowledge of cognition—introduction to cognitive science/metacognition

Phase II:

Skills

Weeks 4–7

To introduce selected metacognitive learning strategies

To encourage students to reflect on learning strategies they have used in the past

Metacognitive Skills

 • Task strategies—includes reading strategies, concept maps, note taking, study cycle and directed paraphrasing

• Time management

 • Help seeking

 • Metacognitive self-monitoring

Phase III:

Application

Weeks 8–10

To practice previously introduced strategies with chemistry content

Metacognitive actions

 • Goal setting—revising goals and adjusting schedule based on performance in course

 • Self-evaluation—practice with self-assessment methods while solving chemistry problems

 • Task strategies—practice constructing concept maps and using directed paraphrasing

  1. The framework presented here incorporates each of Flavell’s components (right column) into three phases (left column)—Awareness and Experiences, Skills, and Application. Selected attributes identified by the authors are placed into each of these three phases