Metacognition in a Modern Classroom

How do we facilitate metacognition in a self-paced learning environment?

Metacognition, the act of reflecting on one’s thinking and learning, has been shown to boost learning outcomes. There are many ways to make this work for your students:

What can students reflect on?

Students can reflect and practice metacognition on four aspects of learning.

• Prior Learning - When approaching a new concept/skill/lesson, students can reflect on content that they have learned in the past.  This builds a valuable foundation upon which new learning can expand. 

• Act of Learning - While learning, students can reflect on their behaviors and habits.  This helps students understand what helps - and what doesn’t help - them learn. 

• Depth of Learning - After learning something new, students can reflect on how well they understand what they’ve just learned. This helps them identify what their next steps should be. 

• Feedback on Learning - After receiving feedback, students can reflect on what they did well and what they can improve. This helps them do better moving forward. 

Here are sample reflection prompts for each of these four areas.

How can students practice metacognition?

Students can practice metacognition in multiple ways:

• Verbally: Students can reflect through conversations with peers and teachers.  These conversations may be face-to-face or virtual, using video recording on platforms like Seesaw and Canvas. This conferencing form helps one MCP educator structure end-of-unit conferences with each of their students. 

• In Writing: Students can complete reflection forms digitally or on paper.  Educators commonly use Google Forms and/or Microsoft Forms to facilitate digital reflection. 

Metacognition can be scaffolded to support all learners. Reducing the amount of writing required, or letting students choose their method of reflection, can help ensure all learners are able to reflect. Using visuals, such as these scales or even emojis, can also help make metacognition accessible to all.

When can students practice metacognition?

Metacognition can happen at any time! Choose the frequency that makes the most sense to you: 

• Daily - Many educators facilitate daily metacognition with a do-now structure that can encourage both goal-setting and reflection.  See an elementary example, a secondary example, and an Edutopia video showing these Do Nows in action.

• At the end of a lesson - Some educators encourage regular reflection by including a brief question or self-rating rubric at the end of each activity or mastery check.  

• At the end of the week - Send students into the weekend with reflection!  This weekly 3-2-1 reflection comes from an elementary Modern Classroom.

• At the middle and/or end of a unit - This is perhaps our most common practice: see two generic end-of-unit forms (version 1 and version 2), specific reflection forms for IB, and math, or this end-of-semester reflection form.