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1. Do you remember situations where you used such metacognitive skills as monitoring and control? How did it happen? What strategies did you use?

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1. Do you create learning tasks that would activate the metacognitive process of your students? (planning – monitoring – evaluating) How do you do it? How could you potentially do it?

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2.Do you remember any examples of support (task instruction, prompts, etc.) that would activate your metacognition? How was the support provided and which metacognitive processes did it target?

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2.Can you provide an example of support (task instruction, prompts, etc.) that would activate your learners’ metacognition? How do you provide such support and which metacognitive processes did it target?

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1. Have you noticed whether you become more aware of your metacognition when you are engaged in collaborative learning?

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When we participate in a cooperative learning, in addition to our own thinking, we are also included in the flow of other people's thinking, and we are forced to think about how others think. And we evaluate the thinking of others.
On the other hand, group work makes group members plan and divide tasks to achieve group goals

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Have you noticed any effects of technology on your metacognitive thinking while you study? Do you use some technological tools specifically to help you with your learning process and metacognitive thinking?

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1. Asking students to support their answers with supporting literature.

2. Help students explore and understand how the concepts/topics learnt are connected.

3. Asking students to reflect on their learning experience.

4. Helping students’ fond new solutions to problems

5.Encourage students to discuss in groups initially what they have learnt thereafter discuss collectively.

6. Have a classroom environment that encourages the learners to use, explore and develop the metacognitive skills (plan, monitor, evaluate).

7. ‘Dialogic teaching’,32 for example, emphasizes classroom dialogue through which pupils learn to reason, discuss, argue, and explain