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Various strategies can be used to assess metacognition such as exit tickets, quizzes, questionnaires, KWL charts.

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Various strategies can be used to assess metacognition through lesson plan such as:
Self assessment, exit tickets, questionnaires

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I will plan think pair share activity for it for students' work analysis. 

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I will plan think pair share activity for it for students' work analysis. 

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My plan to implement Metacognitive Strategies

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The meta-cognition practice that I plan on using in the class is Strength and Weakness Activity. Every student will note down their 3 strengths and weaknesses and share them with the class. This way they will be able to understand their peers and also help them in their shortcomings. Finally, they can share ideas how to overcome their weaknesses as well.

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ABC Brainstorming Quick Write, Self-Assessments ,Exit Cards, Fist of Five, Four Corners, Graffiti Wall, Individual Whiteboards,  Inside-Outside Circle, Paper Pass, Peer-Assessments, Problem Solving, Questionnaires,  Questioning, Quick Writes, Response Cards   Self-Assessments, Student Composed Questions, Teach a Friend, Think-Pair-Share , Three Facts and a Fib, Computer Surveys all these strategies are being used in order to assess prior knowledge as well as post knowledge. These strategies are planned in the beginning of the lesson plan to assess students prior knowledge and also in the middle of the lesson to check the lesson going successful or not and these strategies are also planned in the end of my lesson so that could assess students completely understood the lesson or it needs to be re-taught with some other strategy with may be more productive for the lesson.

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My plan to implement Metacognitive Strategies :

- Students should ask questions from themselves first
-Encourage self regulated learning
-Make them independent, critical, problem solvers
-Employ the use of Exit Tickets where students assess what they have accomplished and what they could improve
-Students will also be encouraged to attempt reflective writing
-Students will identify the challenges which they are facing
-Pre and Post Assessment Strategy would be used where a student will be asked to share their pre-conceived notion about a particular topic and their understanding of the topic after their learning.

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...Prepare a task
...Explanation in detail about the background or the root of the task
...explain the students that I will look at the end product not process
....open choice for students to attempt the task
...Students to attempt the task in any manner or practice they would choose for themselves
... assess the result
...explain the metacgnitive procedure of students attempt

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Metacognitive thinking teaches us about ourselves, for example Instead of saying, ‘Math tests make me anxious,’ we’re asking ourselves, ‘What is it about math tests that makes me feel anxious and what can I do to change that?

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Metacognition is an awareness and understanding of one's own thought processes.

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Metacognition is an awareness and understanding of one's own thought processes.

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Metacognition knowledge includes learner’s knowledge of his own cognitive abilities and skills
i will improve their abilities and skills i will make my lesson plans according students individual needs

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Metacognition into practice by Romaisa.          Teach students how their brains are wired for growth. Give students practice recognizing what they don't understand.   Provide opportunities to reflect on coursework.Have students keep learning journals. Use a "wrapper" to increase students' monitoring skills.  

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Metacognition into practice by Romaisa.          Teach students how their brains are wired for growth. Give students practice recognizing what they don't understand.   Provide opportunities to reflect on coursework.Have students keep learning journals. Use a "wrapper" to increase students' monitoring skills.  

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Giving opportunity to students to think aloud and express their views with the class with confidence

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Metacognition –Well at first I was put off by the name. But it is simply having an awareness, understanding and control of your thought process in a holistic manner.

The evidence is certainly encouraging; it appears to be a strategy that is cost-effective and can help students improve in reading and scientific knowledge.

As with my Biological construct, I know that it is often not taught in isolation.

I feel that the spillover from teaching strategies can help students develop their growth mindset, goal setting skills and self-regulation.

My practice of peer and self assessment has made my students more open to learning and inquiry.

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Metacognition into practice by Romaisa.          Teach students how their brains are wired for growth. Give students practice recognizing what they don't understand.   Provide opportunities to reflect on coursework.Have students keep learning journals. Use a "wrapper" to increase students' monitoring skills.  

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Metacognition into practice by Romaisa.          Teach students how their brains are wired for growth. Give students practice recognizing what they don't understand.   Provide opportunities to reflect on coursework.Have students keep learning journals. Use a "wrapper" to increase students' monitoring skills.  

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Before a Task - Is this similar to a previous task? What do I want to achieve? What should I do first?

During The Task - Am I on the right track? What can I do differently? Who can I ask for help?

After a Task - What worked well? What could I have done better? Can I apply this to other situations?

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In our mathematics lesson we are using exit slips for addition. Children really like the strategy and like to solve sums on their own.In science checklist are used to see who are proficient and ones who need help in any specific area. Graffiti wall is also used in our class to give chance to students to project their thoughts and learning. Further we add thinking questions, K.W.H.L sheets, self assessments,  peer checking, revision of work and wrap ups.

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These things are incorporated in our plans. We add thinking questions, K.W.H.L sheets, self assessments, peer checking, revision of work and wrap ups.

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i think, in order to make students independent learner.
better for students to understand and remember

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I think, in order to make students independent learners, it is very important to make them learn how to create criteria for their tasks . First they work in collaboration to create a criteria to assess their final written assignment, then self evaluate their work according to the criteria. This practice will help them to think critically and analyse their work for self evaluation and the final learning outcome can be effectively achieved by the teacher.

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1. Teach students how their brains are wired for growth. ...

2. Give students practice recognizing what they don't understand. ...

3. Provide opportunities to reflect on coursework. ...

4. Have students keep learning journals. ...

5. Use a "wrapper" to increase students' monitoring skills.

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Shumaila Zulfiqar metacognition is to know about ones own learning.

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Shumaila Zulfiqar metacognition is to know about ones own learning.

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Peer editing, feedback, pre and post reading techniques help the learners to reflect  and rethink . I also use the filters in my classrooms highlighting last works mistakes. 2 star 1 wish , 321 and exit ticket is being used for ealuation of work which are all AFL strategies.
These strategies do not only help the learners but the teaching is also evaluated .

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Most teachers know that if students reflect on how they learn, they become better learners. For example, some students may think and process information best in a quiet library, while others may focus better surrounded by familiar noise or music. Learning strategies that work for math may be different from those applied in the study of a foreign language. For some, it takes more time to understand biology than chemistry. With greater awareness of how they acquire knowledge, students learn to regulate their behavior to optimize learning. They begin to see how their strengths and weaknesses affect how they perform.

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I like these things in my plan.
Ask Questions.

Foster Self-reflection.

Encourage Self-questioning.

Teach Strategies Directly.

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Metacognitive activities can guide students as they: Identify what they already know. Articulate what they learned. Communicate their knowledge, skills, and abilities to a specific audience.

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Metacognitive activities can guide students as they: Identify what they already know. Articulate what they learned. Communicate their knowledge, skills, and abilities to a specific audience.

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Grade 7
English
Lesson Objective: Using AFL strategy to the make the learner reflect on their learning.
Students after conducting role-play and class discussion will be shared three questions related to reflection of the lesson.

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Huma Aneel
Metacognition is an awareness and understanding of one's own thought processes.

how can it help children learn?

It is about understanding situations through metacognition strategies such as adapting and monitoring e.g. if we are introducing new topic to our students then we can bring our students to brainstorming or mind mapping so they would have their our views that what is all about.

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I use Rubrics for different topics like debates, role-plays, projects, etc. I also make learners assess their own performance.

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I use Rubrics for different topics like debates, role-plays, projects, etc. I also make learners assess their own performance.

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metacognition helps learners to learn and express themselves fully. 

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metacognition helps learners to learn and express themselves fully. 

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Designing rubrics, self assessment checklist are few strategies to enhance metacognation in learners

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Metacognitive Strategies help students understand the way they learn; in other words, it means processes designed for students to 'think' about their 'thinking'.

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Metacognition into practice by Abeer Tauqeer

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Metacognition into practice by Abeer Tauqeer

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1. Teach students how their brains are wired for growth.

2. Give students practice recognizing what they don't understand.

3. Provide opportunities to reflect on coursework.

4. Have students keep learning journals.

5. Use a "wrapper" to increase students' monitoring skills.

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Touba Tahir            Its a grade 6 lesson before we start off with the play script ,the students are required to have a look at the cover page of the play script and come up with ideas of what the story is about ,whole class discussion takes place as evidence is to be provided what makes you think in a particular way.Students discuss and individually write on slips of paper .As Act 1 Scene 2 comes to end the students are told to take out their colored slips and read what they have written ,now write their present thoughts what they think of the story? Write in bullets what were the muddiest points ,couldn't understand whats happening in the story?What will they do for this muddiest point? Read it again? Look for a dictionary for any difficult vocabulary ,ask their partner to help? Problem resolved ?How? Will they be using this approach now to understand in a better way ?

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Touba Tahir            Its a grade 6 lesson before we start off with the play script ,the students are required to have a look at the cover page of the play script and come up with ideas of what the story is about ,whole class discussion takes place as evidence is to be provided what makes you think in a particular way.Students discuss and individually write on slips of paper .As Act 1 Scene 2 comes to end the students are told to take out their colored slips and read what they have written ,now write their present thoughts what they think of the story? Write in bullets what were the muddiest points ,couldn't understand whats happening in the story?What will they do for this muddiest point? Read it again? Look for a dictionary for any difficult vocabulary ,ask their partner to help? Problem resolved ?How? Will they be using this approach now to understand in a better way ?

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Metacognition help students to develop higher order thinking skills and reflect on their own learning. I will help students build Metacognitive Note Taking skills. This skill will help them to identify their own problems and then reflect on what they have learnt at the end of the lesson. In this way students will be able to relate their new learning to any existing topic in another class.
Uzma Amin

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Students receiving instruction on metacognition develop skills that will make them more successful in their academic and professional careers. The better able a student is to understand how he or she learns, remembers and processes information, the more information he or she will ultimately retain. This ability is further linked to developing better memory skills, which is a predictor of future academic success.

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Metacognition makes students think over their thinking so 3QSR was very useful in teaching and reflecting to improve their reading.

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Metacognition makes students think over their thinking so 3QSR was very useful in teaching and reflecting to improve their reading.

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The teacher should ask high order questions and use effective AFL strategies to bring students to maximum level of understanding and self reflection.

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Metacognitive skills can help students to transfer what they have learnt from one context to the next, or from a previous task to a new task. The teacher can support this by explaining how what has been learnt from one task can be applied to the next.

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Metacognitive skills can help students to transfer what they have learnt from one context to the next, or from a previous task to a new task. The teacher can support this by explaining how what has been learnt from one task can be applied to the next.

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Afshan Miraj

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AFL is helping my learners in better understanding of subject, I try to use a variety of formative assessment strategies in classroom such as 321, Exit slips, PMI (plus,minus and most interesting)

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Make and Confirm Predictions

Making predictions can lend itself to making inferences or drawing conclusions, which comes much later in the year.  This is a much harder, higher order concept.  At this point, the goal is to have students practice thinking about a text before reading it.

Confirming predictions is just the process of deciding whether your initial prediction was correct or not and adjusting your prediction as you read.

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1) Good use of AFL strategy of traffic lights and
2) Exit Ticket
Discussion is important but if you would have added 2-3 critical thinking questions to help students analyse their knowledge would have helped them.

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Metacognitive strategies facilitate learning how to learn. You can incorporate these, as appropriate, into eLearning courses, social learning experiences, pre- and post-training activities and other formal or informal learning experiences.

1. Ask Questions.

2. Foster Self-reflection.

3. Encourage Self-questioning.

4. Teach Strategies Directly.

5. Promote Autonomous Learning.

6. Provide Access to Mentors.

7. Solve Problems with a Team:

8. Think Aloud.

9. Self-explanation.

10. Provide Opportunities for Making Errors.

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In Math lesson I asked to students to design your own  word problems with concept of Averages and Interquartile, They think and solved and were able to think on their own thinking after finding queries. This practice is a  lesson to students, Now they will be responsible of their learning and method of learning . they will be more confident and reflective.

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In Math lesson I asked to students to design your own  word problems with concept of Averages and Interquartile, They think and solved and were able to think on their own thinking after finding queries. This practice is a  lesson to students, Now they will be responsible of their learning and method of learning . they will be more confident and reflective.

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Metacognitive activities can guide students as they: Identify what they already know. Articulate what they learned. Communicate their knowledge, skills, and abilities to a specific audience.

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Metacognitive activities can guide students as they: Identify what they already know. Articulate what they learned. Communicate their knowledge, skills, and abilities to a specific audience.

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Metacognition: Nurturing Self-Awareness in the Classroom. When students practice metacognition, the act of thinking about their thinking helps them make greater sense of their life experiences and start achieving at higher levels.

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Meta cognition, is the ability to reflect critically on learning experiences and processes in order to inform future progress. I’ve found that “Exit Tickets” are an opportunity for students to complete for a few minutes at the end of each lesson.
Lesson content:Use of Exit Ticket to  reflect on what they have accomplished and what they could improve on.
Learning outcome: Students will reflect what they have learnt and what hinder their learning.They will consider new ideas and new questions.
Meta cognitive activity: Exit Ticket
students will use three columns.they will write what they have today in one column and will write about the problems faced to learn in second column.they will think and reflect through questions. They will be encouraged to project their thoughts and learning.

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In our maths lesson we are using exit slips for addition,children really like the strategy and like to solve sums on their own.In science checklist are used to see who are proficient and ones who need help in any specific area.Graffiti wall is also used in our class to give chance to students to project their thoughts and learning.

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In our maths lesson we are using exit slips for addition,children really like the strategy and like to solve sums on their own.In science checklist are used to see who are proficient and ones who need help in any specific area.Graffiti wall is also used in our class to give chance to students to project their thoughts and learning.

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Lesson content: Use of Exit Tickets to think about how and what they learn, as well as what challenges they are still facing. Learning outcome: Students will analyze what they have learned and what factors stopped their learning. They will consider new questions and new ideas. Metacognitive activity: ‘Exit Tickets’  By the end of the lesson students will write in three columns.in the first column they will write about the problems that hinder their performance. Then they will consider a new question and in the end they will share what have they learned today. They will be encouraged to analyze and reflect upon their own work.

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Lesson content: Use of Exit Tickets to think about how and what they learn, as well as what challenges they are still facing. Learning outcome: Students will analyze what they have learned and what factors stopped their learning. They will consider new questions and new ideas. Metacognitive activity: ‘Exit Tickets’  By the end of the lesson students will write in three columns.in the first column they will write about the problems that hinder their performance. Then they will consider a new question and in the end they will share what have they learned today. They will be encouraged to analyze and reflect upon their own work.

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In the beginning of main learning activities, I ask my students to design rubrics and set goals to achieve in the allocated time. Finally, Through exit slips and minute papers, they analyse their progress which guides me for the way forward.

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In the beginning of main learning activities, I ask my students to design rubrics and set goals to achieve in the allocated time. Finally, Through exit slips and minute papers, they analyse their progress which guides me for the way forward.

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I take feedback from my students after the lesson and assignments to write down the questions and their queries. I found it a better way to take the open feedback as many of the students are hesitant to ask questions openly. In this way they get equal freedom and opportunity to give their feedback and utilize maximum input from the teacher.

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students will be responsible of their learing and method of learning . they will be more confident and reflective.

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students will be responsible of their learing and method of learning . they will be more confident and reflective.

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It's give opportunity to the students to be more confident

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Helpful in taking a judgement or decision reached by reasoning from the students.

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lesson context: give confidence to my students

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Lesson context: showing confidence in completing their homework
the learning outcome: Students will have more confidence in completing their homework independently
Lesson activity: At the end of the activity they will be asked to write the Hw in their diaries
I will them ask them to write 2 things they find confusing and 1 they want to add
They will write the feed back on slips and make a plane of it and fly
The ones getting the plane will pick that up open and read the anonymous suggestion
Confusions will be catered and their desired part will be added if it can be
Students will then be asked to share verbally how are they going to solve the hw part
the feedback will be taken and given where neede
They will be given confidence and encouragement to complete the hw on their own

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Lesson context: use of effective signs to show their thoughts.
Learning outcomes: Students will be able to convey their thoughts to the mentor in an effective way so that he/she can evaluate himself/herself.
Lesson activity: At the end of lesson they will be given these flash cards showing traffic signs.
Name of the Meta cognitive activity: Judgement analysis.
What do you want the students to learn in this part of the lesson? I would like to appreciate the ways to convey their pure feedback to the teacher in a friendly environment.
What will you do? I'll use classroom management strategies to maintain a comfortable and friendly environment.
What will your learners do?
They will innovate new ways to implement this strategy and  device new ones too.
How will you measure the success if the Metacognitive strategy used?
With responses of my students.

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Metacognitive activities can guide students as they:

Identify what they already know

Articulate what they learned

Communicate their knowledge, skills, and abilities to a specific audience, such as a hiring committee

Set goals and monitor their progress

Evaluate and revise their own work

Identify and implement effective learning strategies

Transfer learning from one context to another

Activities that promote metacognition should:

Facilitate equal participation

Ensure students do most of the talking

Take place before, during, and after an experience

Happen in different group configurations (individuals, pairs, small group, large group)

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Lesson context :helpful tips to do homework

the learning outcome of the lesson: students will be able to do homework independently and explain it to their parents.

Lesson Activity (i.e. the part of the lesson where you are going to try Metacognitive strategy): by the end of lesson after giving homework diary and worksheets.

Name of the Metacognitive activity: homework wrappers

What do you want the students to learn in this part of the lesson?: I want to enable them to do given hands on activities based home work independently and need to be clear about instructions

What will you do? I will use exit tickets strategy and then discuss all feedback

What will your learners do? They will comment on others feedback

How will you measure the success if the Metacognitive strategy used? Through discussion and exit tickets