Metacognition is the combination of various executive
functioning skills in order to think about one’s own thinking. It helps
students check in on one’s own actions during, or shortly after finishing, a
task or activity to assure appropriate goal attainment. For instance,
metacognition helps a student realize when they have read and understood a text
or if they need to reread something again for better comprehension. This seems
pretty straightforward but it is actually the combination of being able to hold
information in their working memory, control impulses and block out
distractions, along with applying phonics and reading skills.
Today’s Executive Functioning Forum will provide some
practical strategies for promoting metacognition with students when looking at
behavior, social skills, and academics.
Behavior
Build metacognition with your students by helping them make decisions using visual supports such as contingency maps. Throughout the day, students can monitor their own behavior using self-monitoring tools which helps them think about their decisions and behaviors. For some students, debriefing about behavior can be a meaningful way for them to think about a situation that occurred. But be careful with debriefing because it can lead to re-escalating behaviors, anxiety, or defensiveness with some students especially when implemented too soon after an incident.
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| Behavior Contingency Map Taylor Ruef Stevenson Elementary, Mad River |
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| Choice Road Katie Sullivan Valley Forge Elementary, Huber Heights |
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| PAX/Spleem Self-Monitoring Jen Everett Springcreek Primary, Piqua |
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| Behavior Reflection Sheet Korie Jacobs Mad River Middle School, Mad River |
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| Think It Over Behavior Reflection |
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| Transition Priming Leslie Mann Demmitt Elementary, Vandalia |
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| Think Sheet Behavior Reflection Leslie Mann Demmitt Elementary, Vandalia |
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| Think Sheet Behavior Reflection Springcreek Primary |
Social Skills
When it comes to social skills, students need to learn not only to think about their own thinking (metacognition) but also the thinking of others (social thinking). Social thinking requires direct instruction of specific skills. Once these skills have been directly taught and practiced, incorporate visual tools to help prime and prompt students to remember the strategies that have been taught. Incorporate ways for the student to self-monitor their progress with applying their new social skills to help with generalization and reflection on their own skills.
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| Expected/Unexpected Lesson Visuals Annette Baker Miami East Elementary, Miami East |
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| Thought Bubble Priming Tool Nancy Cera Brookville Elementary, Brookville |
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| Expected/Unexpected Visual Supports Nancy Cera Brookville Elementary, Brookville |
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| Metacognition Prompts Leslie Mann Smith Middle School, Vandalia |
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| Pokemon Social Skill Self-Monitoring |
Academics
Metacognition can be incorporated at the beginning, middle, and end of academic lessons. At the start of a lesson, activate prior knowledge, set a purpose for the
lesson, and encourage students to make predictions. Embed monitoring questions throughout lessons such as
“How did you solve that problem?” or “What can you do to help remember this
information?” to help students think about their thinking during the lesson. Directly teach error monitoring skills (i.e.
checklists, proofreading, rubrics) and give students the opportunity to practice checking their own work.
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| K-W-L Chart |
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| SWAG sentence checklist Kristen Gregory Northmoor Elementary, Northmont |
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