Table 2.

Sample prompts for integrating metacognition into course activities

Pair discussion after a clicker question	Active-learning tasks and/or homework assignments (e.g., case studies, concept maps, problem sets)	Preparation for quizzes or exams
Share how you thought about what the question was asking. Share the process you used to arrive at an answer you wanted to choose. What was your main reason for choosing your answer, and what were the main reasons you did not choose each of the other answers? How did your ideas compare with your neighbor's ideas? What was most confusing to you about this question? How confident are you in your answer? Why? What else would you need to know to increase your confidence?	Pose three questions that you had about the concepts you explored in your assignment that you still cannot answer. Describe at least two ideas related to this assignment that you found confusing. “I learned a lot in doing this assignment.” To what extent do you agree? disagree? How was the way you approached completing this assignment different compared with the last time we had an assignment like this? What advice would you give yourself based on what you know now if you were starting this assignment all over again?	How do you plan on preparing for the upcoming exam? Why? What resources are available to support you? How will you make sure to use these? How does your strategy for exam preparation compare with at least three colleagues in your lab section? (Go ask them!) What concepts have you found most confusing so far? What concepts have been most clear? Given that, how should you spend your study time in preparing for the exam? Based on your performance on the first exam, write a letter to yourself with advice about preparing for the next exam.