Classroom strategies to develop metacognition: reflective questions, decision diagrams, thinking aloud, reflective dialogue, and metacognitive argumentation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article enumerates strategies for promoting metacognitive work at individual and interactional levels. Individually, students apply meta-knowledge questions (e.g., "Do I know how much I know about this subject?"), use decision diagrams that associate YES/NO alternatives to each step of a task, and think aloud to make thoughts explicit and conscious. Interactionally, teachers use reflective dialogue, reflective feedback, and metacognitive argumentation, where questioning reasons and identifying counterarguments increases depth and validity of argumentative structure.

Design Implications¶

Context¶

Requirements¶

• Strategies rest on reflective capacity, allowing thought to repeatedly review information and decisions without immediately taking sides

Constraints¶

• Some authors indicate psychological maturity has a greater impact on effectively achieving metacognition

Target Learners¶

• university students
• secondary school students

Target Learning Goals¶

• metacognitive monitoring and evaluation
• critical thinking

Related Strategies¶

• Weekly Student Reflection
• Constructive Decision-Making Process
• Promoting Self-Directed Learning Strategies
• Teach Metacognitive Strategies
• Model Reflection
• Strategy Identification & Reflection
• Shared Reflection
• Teach Self Regulation Strategies

Examples¶

-

Key Sources¶

• Lb