Strategies for Developing Metacognitive Behaviors

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1. Identifying "what you know" and "what you don't know."  At the beginning of a research activity students need to make conscious decisions about their knowledge. Initially students write "What I already know about..." and "What I want to learn about...." As students research the topic, they will verify, clarify and expand, or replace with more accurate information, each of their initial statements.
2. Talking about thinking.  Talking about thinking is important because students need a thinking vocabulary. During planning and problem-solving situations, teachers should think aloud so that students can follow demonstrated thinking processes. Modeling and discussion develop the vocabulary students need for thinking and talking about their own thinking. Labelling thinking processes when students use them is also important for student recognition of thinking skills. Paired problem-solving is another useful strategy. One student talks through a problem, describing his thinking processes. His partner listens and asks questions to help clarify thinking. Similarly, in reciprocal teaching (Palinscar, Ogle, Jones, Carr, & Ransom, 1986), small groups of students take turns playing teacher, asking questions, and clarifying and summarizing the material being studied.
3. Keeping a thinking journal.  Another means of developing metacognition is through the use of a journal or learning log. This is a diary in which students reflect upon their thinking, make note of their awareness of ambiguities and inconsistencies, and comment on how they have dealt with difficulties. This journal is a diary of process.
4. Planning and self-regulation.  Students must assume increasing responsibility for planning and regulating their learning. It is difficult for learners to become self-directed when learning is planned and monitored by someone else. Students can be taught to make plans for learning activities including estimating time requirements, organizing materials, and scheduling procedures necessary to complete an activity. The resource center's flexibility and access to a variety of materials allows the student to do just this. Criteria for evaluation must be developed with students so they learn to think and ask questions of themselves as they proceed through a learning activity.
5. Debriefing the thinking process.  Closure activities focus student discussion on thinking processes to develop awareness of strategies that can be applied to other learning situations. A three step method is useful. First, the teacher guides students to review the activity, gathering data on thinking processes and feelings. Then, the group classifies related ideas, identifying thinking strategies used. Finally, they evaluate their success, discarding inappropriate strategies, identifying those valuable for future use, and seeking promising alternative approaches.
6. Self-Evaluation.  Guided self-evaluation experiences can be introduced through individual conferences and checklists focusing on thinking processes. Gradually self-evaluation will be applied more independently. As students recognize that learning activities in different disciplines are similar, they will begin to transfer learning strategies to new situations.