Table 3.

Sample self-questions to promote faculty metacognition about teaching

Activity	Planning	Monitoring	Evaluating
Class session	• What are my goals for this class session? How did I arrive at these goals? • What do I think students already know about this topic? What evidence do I have for my thinking? • How could I make this material personally relevant for my students? Why do I think this? • What mistakes did I make last time I taught this and how can I not repeat these?	• What do I notice about how students are behaving during this class session? Why do I think this is happening? • What language or active-learning strategies am I using that appear to be facilitating learning? impeding learning? • How is the pace of the class going? What could I do right now to improve the class session?	• How do I think today's class session went? Why do I think that? What evidence do I have? • How did the ideas of today's class session relate to previous class sessions? To what extent do I think students saw those connections? • How will what I think about how today's class session went influence my preparations for next time?
Overall course	• Why do I think it's important for students pursuing a variety of careers to learn the ideas in my course? What are my assumptions? • How does success in this course relate to my students' career goals? How might I reveal these connections to them? • What do I want students to be able to do by the end of this course? Still be able to do 5 yr later?	• In what ways am I effectively reaching my goals for students through my teaching? How could I expand on these successful strategies? • In what ways is my approach to teaching in this course not helping students learn? How could I change my teaching strategies to address this? • How is my approach to teaching this course different from last time I taught it? Why?	• What evidence do I have that students in my course learned what I think they learned? • What advice would I give to students next year about how to learn the most in this course? • If I were to teach this course again, how would I change it? Why? What might keep me from making these changes? • How is my thinking about teaching changing?