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I think your new questions for part III would provide more of an opportunity for student reflection on their metacognition.

In Allison's lesson, had she been working with a less experienced (teaching) crowd or had she stopped after the third question----we might have had a roomful of people who simply produced a narrative, made a list of learner qualities and another list of teacher traits---it was the discussion phase where she was transparent about why we were doing the activity---think about how you learn, think about what you need to learn--- that ensured that we all went on an metacognitive adventure.

Generating the story and list does not necessarily, though certainly can, make you aware of your thinking. Being explicit about it offers an opportunity not only for awareness, but also for application of that awareness to future learning situations.

After the Brain and Behavior Institute (BBI) I am contemplating the difference between metacognition that goes on all the time in the cognitive unconconscious and metacognition that spans the cuc and the storyteller (conscious).I'm thinking that the metacognition in the cuc doesn't necessarily get a story attached that makes it useful for actively using the self knowledge to learn. When it stays in the cuc, we might observe reactions to the situation/stimulus, but we don't necessairly see agency. ??????