Complementary practice: Realistic thinking and feeling

• Exit cards
• Pair/share
• Circle share
• Interview
• Post questions in the classroom and refer to these mid-lesson.

Metacognition (thinking about/ reflecting on one’s thinking) is an essential skill for students’ learning because it facilitates problem solving skills and effective learning strategies which help students take responsibility for their learning (García et al., 2016). Having well-honed metacognitive skills leads to increases in cognitive engagement which is characterized by a student’s level of investment in their own learning, and comprises the actions of being thoughtful and purposeful in the approach to school tasks and being willing to exert the effort necessary to comprehend complex ideas or master difficult skills (Fredericks et al., 2005; Fredericks et al., 2004). Additionally, Embry & Biglan (2008) report that using a motivational interviewing technique whereby someone, such as a teacher, asks questions, either orally or in writing, around major goals or target behaviors leads to increases in social competence, related goals, healthy behaviors, and achievement.

Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: fundamental units of behavioral influence. Clinical child and family psychology review, 11(3), 75–113. doi:10.1007/s10567-008-0036-x

Fredericks, J. A., Blumenfeld, P. C., and Paris, A. (2004). School engagement: potential of the concept: state of the evidence. Review of Educational Research, 74, 59–119.

Fredericks, J. A., Blumenfeld, P. C., Friedel, J., and Paris, A. (2005). School engagement. In K. A. Moore and L. Lippman (Eds.), What do children need to flourish?: conceptualizing and measuring indicators of positive development. New York: Kluwer Academic/Plenum Press.

García, T., Rodríguez, C., González-Castro, P., Álvarez-García, D. & González-Pienda, J. (2016). Metacognition and executive functioning in Elementary School. Anales De Psicología, 32(2), 474-483.