I think one of the lessons we learn from being in this program is becoming expert learners. Admittedly, compared to our students, we already are expert learners. But, just the same as I am learning plenty about how to improve my teaching by observation as a college student again, so, too, can we learn about how to develop metacognition skills in our students by honing our own. The sheer volume of work will cause all of us to consider how we are developing our thinking and how we can do so more effectively … just to survive the next couple of years.
I think the listing of verbs associated with the various levels of reasoning is a great starting point when considering student questions during lecture as well as other exercises – and also for ourselves in our own work.
Lastly, the concepts of “fluency” (ability to generate ideas) and “flexibility” (ability to see from different perspectives) are clearly related to transferability and the argument that we need to be teaching lifelong learners how to learn and not just imparting facts.