METACOGNITION

OWN
LEARN PLAN AND
-SET GOAL ORGANIZE
MONITOR THEIR ING
CREATE
OWN WORK TIMELINE TO
DIVIDE BIG
TASK INTO I believe that it starts with building
MANAGEABLE
relationships that are supportive and
which promote two-way
conversations in the classrooms.
Creating a space where students feel
comfortable answering and making a
mistake, where failures are expected
and welcomed as a boost to the
learning experience, and where
teachers model the same for
students.

Giving students the chance to think

through it with you, or by rephrasing the
question, can be a simple way to help
them push through that productive
struggle and develop their own
strategies for when they feel that same
RESOURCES sense of doubt.

Help students to make thinking visible. Whether

using an outline with questions or prompts and
having students fill in their thoughts or trying a
strategy like sketchnoting, where students can jot
down ideas and make connections to learning, these
can be beneficial for all learners. Some
other strategies like Think, Pair, Share, or “I used to
think…but now I think…” and others that have
students interact with peers and also build on prior
knowledge are helpful for students to build
SELF REFLECT
metacognitive skills.