Abstract
Metacognition is a type of thinking in which learners think about their own cognitive processes. Because it transcends disciplines and grade levels, metacognition is useful in many educational settings and can be transferred from the music classroom to other subject areas. Music educators can promote metacognition by designing and implementing instructional strategies that encourage music students to engage in reflection, self-assessment, and think-aloud sessions. This article offers several instructional strategies for promoting metacognition and suggestions for reflective writing prompts and self-assessment rubrics. Also included are instructions and questions for think-aloud sessions with learning partners in music classes. Desired results of promoting metacognition among students include increased self-reliance and independent learning.
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