Date Approved

8-8-2025

Graduate Degree Type

Project

Degree Name

Education-Instruction and Curriculum: Educational Differentiation (M.Ed.)

Degree Program

College of Education

First Advisor

Dr. Ellen Schiller

Second Advisor

Dr. Kelly Margot

Academic Year

2024/2025

Abstract

A key component for middle school students' success is structured opportunities to develop metacognitive awareness and autonomous skills. This project addressed the gap between students' metacognitive capabilities and available classroom tools by developing a comprehensive student-led learning log system for middle school contexts.

Grounded in Flavell's metacognitive theory and culturally responsive pedagogical principles, this project created four primary components: (1) a flexible learning log framework with templates adaptable across subject areas, (2) a reflection prompt bank containing over 100 metacognitive questions organized by planning, monitoring, and evaluating stages, (3) a practical implementation guide requiring minimal professional development, and (4) a peer feedback protocol supporting collaborative metacognitive development.

The project components were developed through a three-phase methodology involving research and analysis, design and development, and review and refinement. An evaluation framework with quantitative and qualitative measures was established to assess project effectiveness. A three-phase implementation plan was designed for sustainable adoption, beginning with pilot testing in English Language Arts classrooms, expanding to cross-curricular implementation, and culminating in full school-wide integration.

This project contributes to the field by bridging the gap between metacognitive theory and practical classroom application, offering middle school educators concrete tools to foster student reflection and self-regulated learning.

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