Asking students to write at the end of class is a familiar strategy (Angelo and Cross 1993), and it can be done in many ways. Students might focus on the day's lecture--What key idea(s) did they learn? What was confusing? What questions remain unanswered? Or they might look ahead--What are their preconceptions of the next topic? Those…

Engaging students in metacognitive activities that help them reflect on how they learn empowers them and improves their learning. The author of this article uses a final assignment called a Learning Assessment to develop students' metacognitive skills. The Learning Assessment is a series of questions that students answer in a short paper due on…

Describes an undergraduate business course in organizational behavior in which students participated in experiential learning exercises linked to classroom conceptual learning, then reflected on the experiences in a written synthesizing statement. Examples of students' insights are provided. Advantages and disadvantages of the approach and…