Metacognition in action

A set of classic metacognitive prompts for use in every classroom (24pp)

This whiteboard resource is an excellent tool for teachers looking to incorporate metacognition into their classroom practices. Metacognition, as explained in the resource, refers to the process of thinking about one’s own thinking, and it is an essential skill for effective learning.

The resource presents metacognition in a clear and concise manner, breaking it down into three distinct stages: before a task, during a task, and after a task. Each stage is accompanied by a set of guiding questions that students can ask themselves to promote metacognitive thinking.

Before a task, the questions encourage students to understand the expectations, identify any prior knowledge or experience, plan the necessary steps, and determine the criteria for successful completion. During a task, the questions prompt students to seek help when needed, evaluate the effectiveness of their strategies, monitor their progress, and check for errors. After a task, the questions prompt students to reflect on their approach, identify strengths and weaknesses, consider what they have learned, and explore ways to improve for future tasks.

This resource is particularly useful for teachers because it provides a structured framework for introducing and reinforcing metacognitive practices in the classroom. By presenting these guiding questions, teachers can help students develop the habit of self-reflection and self-regulation, which are critical components of metacognition.

Additionally, the resource is visually appealing and easy to understand, making it suitable for use with a wide range of students, from elementary to secondary levels. Teachers can display the resource on a whiteboard or projector, or distribute printed copies to students, ensuring that the metacognitive prompts are readily available and easily accessible.

Overall, this whiteboard resource is an excellent tool for teachers seeking to promote metacognition in their classrooms. By incorporating these metacognitive practices, teachers can empower students to become more effective learners, capable of monitoring their own thinking processes, identifying areas for improvement, and developing strategies for enhanced learning and achievement.