Design and impact of a classroom intervention to support teaming metacognition

Exercises to bolster student metacognition relating to teaming performance and thereby teaming performance itself were designed and deployed alongside an existing teaming performance instrument and a survey investigating the frequency of teaming-centric metacognitive events. The results suggest that the exercises were successful in raising students' metacognitive awareness of aspects of their teaming performance but did not achieve a corresponding rise in teaming performance itself. Additional learning tasks helping students translate metacognitive awareness into higher performance may be required. Overall teaming performance rose by a small amount in both the experimental and control cohorts and did not appear to be influenced by the metacognitive development exercises.