Junior / Intermediate
To help students become better problem solvers and become better judges of what and how they learn
When introducing a new concept, at the end of the lesson/period, discuss with class:
- What was most confusing about the material we explored today?
- How did that make you feel?
- What did you do to try and better understand the material? (e.g., did you ask someone for help?)
- Help students to understand it’s the process that is important, i.e., the “power of yet”, they don’t have it yet.
When students are asked to think this way, it helps metacognitive processing. This also creates a classroom culture that acknowledges confusion as an integral part of learning.
NOTE: This practice can be done in a group setting once a safe culture has been established.
- Complementary practice: The power of yet (Positive motivation and perseverance)
- Use a thumbs-up, thumbs sideways or thumbs-down process with the questions above. Ask the students to think about why they are responding that way.
- Consider an “exit card” or personal learning journal approach.
Metacognition (thinking about/reflecting on one’s thinking) is an essential skill in the development of a student’s learning and key in facilitating such processes as problem solving, using learning strategies, and the movement to taking responsibility for learning (Garcia, Rodriguez, Gonzalez-Castro, Alvarez-Garcia & GonzalezPienda, 2016). When considering skills such as studying, which are key to the culmination of learning, those students with strong metacognition are able to identify their need for studying, to make a study plan and to evaluate their study strategies. They will be able to adjust their studying based on the demands and make wise decisions about study time (Gettinger & Seibert, 2002).
García, T., Rodríguez, C., González-Castro, P., Álvarez-García, D., & González-Pienda, J.A. (2016). Metacognition and executive functioning in Elementary School. Anales De Psicología, 32(2), 474-483.
Gettinger, Maribeth, & Seibert, Jill K. (2002). Contributions of Study Skills to Academic Competence. School Psychology Review, 31(3), 350-65.
Or, view all practices and use filters to find what you need