Taking Time to Develop Metacognition for Deeper Design Learning


  • Gayla Lindt University of Minnesota


This paper proposes ways that studio instructors can be intentional and opportunistic about when, where and how to develop metacognition—or thinking about one’s own thinking—as an essential learning goal for architecture students. Examples are from a beginning design studio where the instructors committed to making the implicit understandings of design inquiry more explicit in myriad ways and throughout the first semester of architecture school. The teaching strategies focus on the NCBDS theme of “Taking Time,” specifically advocating that studio instructors be taking time to step back from the flow of work or discussion to call attention to the work or discussion itself, and helping students to see it as part of a larger system of thought that we call design.