Metacognition Model

Goal Setting

In goal setting the students analyze the task and plan their work.

• Set goals
• Determine steps to reach the goals
• Analyze the problem situation
  • Follow the KWH chart
    • What do I (we) know?
    • What do I (we) want to find out?
    • How can I (we) find the information?
• Determine work plan
• Imagine what the solution might look like

Teacher’s metacognitive role is to ask questions and assist students in clarifying their thinking.

Suggestions:

• Identify the problem or issue
• Identify points of view
• Form a set of questions

Monitoring Progress

Students examine their thinking process as they work through their plan.  The teacher mentors their progress through probing metacognitive questions.

• Is progress being made?
• What are the next steps?
• Are strategies working?
• What are other strategies?
• Can you identify mistakes?
• How can you fix mistakes?
• What information are you gathering?
• How can you manipulate and transform data for interpretation?

Assessing Progress

Teachers assess progress of students’ work; however, in the Metacognition Model, the teacher guides the students in assessing their own work, again through probing metacognitive questions.

• Was the goal researched?
• Were conclusions and inferences determined?
• Were implications and consequences examined?
• Were mistakes fixed?
• Does the solution fit the prediction?
• How will results be communicated?
• Was time used well?
• What could be improved?

Little, C. & VanTassel-Baska,, J. (2011). Content-based curriculum for high-ability learners. (pp. 94-95)  Waco, TX: Prufrock Press, Inc.