Teaching metacognition

How often do you ask your students to think about thinking? If I am honest with myself, I have done it far less in the past than I am doing...

What is metacognition? Define metacognitive strategies for reflecting in education, learning & life: definitions, examples, skills & lesson

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Teaching children to think about their thinking, to use metacognition, is essential to their learning. This is because when children can use metacognitive strategies to...

Wondering what is metacognitive strategy? Wondering how to use metacognitive strategies in your classroom? Check out this blog post with an explanation of what metacognitive strategy is and how you can use it easily in your classroom. #mindroarteachingresources #blogpost

Metacognition is not a higher form of thinking - it is a lateral cognitive process. It is stepping outside of the thinking that you are already doing and applying a separate cognitive process to the thinking already being applied. Some people like to say it is thinking about thinking though experts in this field say this phrase simplifies the concept a bit too much. While the idea might sound too far outside the box to some, or perhaps something only an expert in the field can do, it is…

Metacognition Metacognition is the practice of teaching and encouraging students to think about thinking and how they learn best. Metacognition occurs before, during, and after learning and involves self-reflective questions around comprehension, connection, strategies, and reflection. Metacognition was originally rolled out in 2015. These materials were revised and updated in summer, 2017. Metacognition Learning Objectives […]

Discover how metacognition enhances learning with practical strategies and AT integration. Foster student success with diverse thinking and learning approaches.

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). The ability to think about what we are learning, how we are learning, what we want to learn in the future […]