The framework, taxonomy, outcome, and pedagogy connection in learning outcome five revolves around students being aware of their own leadership knowledge while also having the ability to incorporate this knowledge into daily life. There is an emphasis on the learner being " critically aware and understands their own thought progressions about the leadership process and the learning of leadership" (Guthrie & Jenkins, 2018, p.69). Leadership metacognition, within the leadership learning framework, refers to " the reflective, systemic, organizational, analytical, evaluative, adaptive, processual, mindful, and complex aspects of leadership learning" (Guthrie & Jenkins, 2018, p.69). The main question for integration, within Fink's Taxonomy, is "What connections should learners be able to recognize and make within and beyond this learning experience?" (Fink, 2013). With these pieces of the leadership learning framework and Fink's taxonomy combined, students are provided intentionally designed opportunities to develop their leadership metacognitive processes along with integrating learned skills into daily practice. 

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The Instructional and assessment strategies for this outcome are based on developing leadership metacognitive processes and teaching students to be more strategic thinkers (Guthrie & Jenkins, 2018). For the last meet of the retreat series, the students will be focusing on applying everything they have learned throughout the series, into every aspect of their life. The instructional strategies chosen are group discussions designed with a three-phase metacognition process model and a poster presentation success evaluation used as the assessment tools. During this meet, the students and instructor will be having a group "wrap-up" discussion based on all the information covered throughout the retreat series. For the planning phase, the instructor will create intentional questions to ask the students to lead the discussion in the direction of learning and living connections. For the monitoring phase, the instructor will monitor the students' understanding during the group discussion. After the discussion, the students will have the opportunity to create a poster presentation that encompass changes, additions, goal achievements, and overall growth from the original vision board poster made earlier in the series. The poster presentation represents the evaluation phase where the instructor evaluates students' thinking through their presentation of how they integrate. These presentations ensure the instructor that the learning outcome is being met through student explanations of how they applied what they learned academically, to their daily life, to achieve the goals they created at the beginning of the program. Additionally, reflection is incorporated into the leadership metacognitive process because "reflection has been conceptualized as the primary process through which learners extract knowledge from their experiences" (Illeris, 2007). Throughout the event, students will have opportunities to reflect through journaling which will be incorporated into the overall assessment of the series at the end of the year.

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Fink, L. D. (2013). Creating significant learning experiences : an integrated approach to designing college courses. Jossey-Bass.

Guthrie, K. L., & Jenkins, D. M. (2018). The Role of Leadership Educators : Transforming Learning. Charlotte, NC: Information Age Publishing. 

Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. London, UK: Routledge.