Metacognition

FOR TEACHERS

Metacognition is thinking about our thinking. In a nutshell it is knowing what we know and what we don’t know. It is our ability to plan a strategy for producing the information we need and to be conscious of the steps and strategies we are using as we go. It is our ability to reflect and evaluate on the productiveness of our thinking. So, the major components of metacognition are: developing a plan of action; maintaining that plan in-mind over time and then reflecting on and evaluating the plan on completion. As metacognition becomes habitual we become increasingly aware of how our thoughts influence our actions and the effects of our actions on others and the environment.

Metacognitive people question themselves as they search for answers, develop mental maps and plans, mentally rehearse before acting and monitor plans as they are being used, this monitoring leads to self- modifying behaviours when things are not going according to the plan. Time to be metacognitive is very important. Research has shown that adults may not use metacognition or give themselves time to do so, even though this capacity begins to develop from the age of five. The formal thought process of metacognition is mature by the age of 11.

Making our thinking visible is also important because unless we know what to attribute our success or failure to it is difficult to modify what we do next, therefore our ability to be successful is impeded. Costa and Kallick discuss the idea that questions such as, “How did you solve that problem? Or what strategy did you have in mind?” should elicit from your students a clear explanation.

The ‘Numeracy Project’ is one curriculum area that tends to use a lot of metacognition because the strategies we have been trained to use include: discussions about what is going on inside our heads while thinking about how we might solve a problem (and how we solved a problem); comparing different approaches and perspectives; identifying what is known; what is needed to be known, how to produce that knowledge and to make thinking visible by thinking aloud as we solve problems.

To build onto what we have learnt as math teachers, we might like to introduce ‘Cogitare’. Bailis & Hunter’s Cogitare means we pose questions that “cause children to examine their own behaviour, search for the consequences of that behaviour, and choose more appropriate actions for themselves. In relation to metacognition, speaking Cogitare causes covert thought processes to become overt.

For example:

Screen Shot 2014-08-15 at 12.03.16 pm

Using questions like these help us to probe for specifics, as children have to describe what is going on in their heads. And yet, as Perkins asks, how specific are we in relation to explicitly helping students to make their thinking visible, so they can see how their brains are working and how metacognition enables them to grow their reflective intelligence?

FOR STUDENTS

PURPOSE OF THIS LESSON (part one)

Using the collector cards to introduce metacognition

Planning for this activation included me describing metacognition using the definitions and descriptions that are on the ‘Institute of the Habits of Mind’ website and I also used the terms from the back of the collector card (see pic). These concepts were used to generate ideas from which this lesson was created.

Step one: activate and unlock prior knowledge, thoughts and feelings

Emotional hook

  • If possible, collect and provide a variety of mirrors (ones that make us look weird could be a humorous way to do this). Encourage the students to have fun looking at themselves from a range of different angles including views of their backs. Get them to discuss what they see. You are introducing the students to the idea of ‘reflection’.
  • Explore what reflection means – perhaps emphasising how we can see things that we mightn’t otherwise see.
  • Use analogy to compare the idea of using a mirror to see our physical selves and a metacognitive mirror to see our thinking selves (record ideas and display).

Step two: making meaning and co-constructing understandings

Purpose and Key Ideas (part two)

To identify what our brains do when we use metacognition

To make links to how we could use metacognition every day, if we are aware of it.

Lesson Plan example for writing: Metacognition (M) in Writing (W)

Questions and criteria to guide thinking

Before we start writing:

  • What should/could we do first? (M)
  • I can use my picture plan to share whatI’m going to write about (W, L1). During writing:
    How am I doing? (M)

    • IcanexplainwhatIneedtodoifIget stuck when choosing the best describing word for my … (W).

    After writing:

    How well did I do? (M)

    • I can share my story with my buddy. I ask my buddy if my describing word(s) match my picture plan. (W)

    Key Competency (KC) Learning Intentions:

    Thinking – Metacognition

    1. What should I do first? 2. How am I doing?
    3. How well did I do?

    Screen Shot 2014-08-15 at 12.03.30 pmResources:

    • Wolf Picture
    • Writing Scaffolds
    • You Tube video for Soundscape of wolves howling
    • Book ‘What’s the time Mr. Wolf?’ Step 1: Activate andUnlock Prior Knowledge,

      Feelings and Thoughts

      (make thinking visible)

    • Emotional Hook
    • Show picture of a brain – tease children to get their first ideas (this could be done every time you focus on metacognition)
    • Play the game – ‘What’s the time Mr. Wolf’

    Learning Intention

    We are learning to use our brains to be great writers.

    Introduce and discuss the ideas that our brains help us be great writers. Make links between their thoughts, feelings and ideas whilst playing the game. Ideas could include:

    • using our imagination;

    • playing and having fun; and

    • making connections e.g. wolves to dogs, etc.

    Step 2: Making Meaning, Co-constructing Understandings

    Lesson Procedure

    Before Writing

    What should I do first? (KC)

    I can use my picture to describe my wolf (W)

    Children draw a picture of the wolf

    • Children talk about their drawing with a buddy and then two or three children share to class.
    • Use the drawings to record describing words
    • Teacher models how to use a picture and word bank to write a simple sentence to describe the wolf (scary, funny, hairy, grinning, yellow-eyed, sharp toothed)During Writing

      How am I doing? (KC)

    I can explain what I need to do if I get stuck with choosing the best describing word for my wolf (W)

    • Children write one sentence using their drawing to describe the wolf.

    • Stop children and get their brain to ask does my word match my picture?

    • Name 3 strategies to select the best describing word (looking at the picture again, teacher model (words) or the book)

    Step 3: Making Connections

    After Writing

    How well did I do? (KC)

    I can share my story with my buddy. I ask my buddy if my describing word matches my picture (W)

    Step Three: Reflective Questions

    Ask the children the following Metacognitive question

    • How did drawing a picture of the wolf help me to write a describing word?
    • Share the collector card showing Metacognition to summarise and clarify.
    • Play ‘What’s the time Mr. Wolf’ or read the book ‘What’s the time Mr. Wolf.’

Related Posts

Fostering Wonderment and Awe in the Classroom

Fostering Wonderment and Awe in the Classroom

Back to School

Back to School

How Artificial Intelligence Augments Biological Intelligence

How Artificial Intelligence Augments Biological Intelligence

Making Learning Real

Making Learning Real

Trudy Francis


Trudy is recognised in Australasia as a leader in Curriculum Integration, Higher- Order Thinking, the Key Competencies and Habits of Mind. She is in demand as a speaker and workshop facilitator. In 2007 Trudy was appointed by four schools in the Fitzherbert Cluster to facilitate their Extending High Standards across Schools project (Ministry of Education NZ). c21learning@kol.co.nz