Metacognition in Teaching: Using a 'Rapid Responses to Learning' Process to Reflect on and Improve Pedagogy

In this paper, we critically evaluate the use of a weekly "rapid responses (RR) to learning" process in the context of teaching a graduate course on research methods over a three-year period. The RR process involved use of a short set of open-ended questions about key moments in learning that students complete, in writing, during the last five minutes of each class. The questions asked students to identify salient take-away messages, note when they felt the most and least engaged, name actions taken by anyone that were affirming or confusing, and consider specific "aha" moments. Our specific aim was to assess the following questions: What was the pedagogic value of the RR process? How did it inform our teaching and to what extent were there direct benefits of the process for students as well as for us as teachers? We found that the systematic feedback we obtained in this way supported weekly monitoring of student learning, facilitated response to trouble spots, and assisted in assessment of student engagement and classroom climate. It also provided insight into the efficacy of pedagogic strategies, such as student engagement in metacognitive learning, and models a process of instructors receiving feedback and being flexible to change. For instructors, the process enhanced motivation and professional development; plus, we found benefits in documenting instructor leadership and development. Finally, it facilitated deeper appreciation of the need to better integrate student self-assessment and the development of metacognitive skills as core components of the course.