4 Strategies Designed to Drive Metacognitive Thinking
Metacognition is defined as thinking about one’s thinking or learning. More formally, “metacognition was originally referred to as the knowledge about and the regulation of one’s cognitive activities in learning processes” (Veenman, Van Hout-Wolters, & Afflerbach, 2006, p.3).
Too often students receive information, receive instructions, receive objectives, and receive grades without ever being asked to think about learning and the development of discrete skills. I believe that is a problem.
Teaching metacognitive skills that encourage students to become more aware of their learning can help them shift from passive to active participants in the classroom. If the teacher is the only person thinking critically about learning goals, progress, skill development, curriculum design, and assessment, that is a missed opportunity. Teachers must help students become active agents in the classroom who are able to make key decisions about what they learn and how they learn.
Here are 4 strategies teachers can use to encourage students to think about their learning:
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