From MetaCognition to MetaPractition

This paper documents student’s self and peer-assessment on the progression of their learning, personal and professional development. Inspired by Bloom’s taxonomies, Vygotsky’s ‘Zones of Proximal Development’ and Lave and Wenger’s concept of Legitimate Peripheral Participation), the author has developed frameworks for both quantitative and qualitative Metacognitive and ‘Meta-practitive’ reflection..
Designed to help students adapt to, and adopt new learning strategies; accelerate their understanding and performance within a collaborative ‘Profession Bachelor’ and PBL culture, the author documents ‘Metacognitive’ learning portfolios in the initial ‘Learning to Learn (L2L) environment and a self-authoring, ‘Meta-practitive’ approach in the later stages of an ‘Architectural Technology degree.