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I will encourage students to be thoughtful (think!) and ask that they think backwards, from finished product to starting point.

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I will encourage students to be thoughtful (think!) and ask that they think backwards, from finished product to starting point.

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Create 'time' in the lesson for students to sit...think...act...relate.

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Create 'time' in the lesson for students to sit...think...act...relate.

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Create an anchor chart of thinking stems for the classroom

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Create an anchor chart of thinking stems for the classroom

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I find it useful to think of my thinking as a conversation.  If it's not productive, I "change the subject" in my own mind.  Probably my students don't know they can do this.

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I find it useful to think of my thinking as a conversation.  If it's not productive, I "change the subject" in my own mind.  Probably my students don't know they can do this.

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Ask students questions to point them inn the direction you want them to go.

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Ask students questions to point them inn the direction you want them to go.

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I am going to have the students relate vocabulary to real life and drive focus away from memorization.

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I am going to have the students relate vocabulary to real life and drive focus away from memorization.

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Reward students who can identify errors made by the teacher or the students 

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Reward students who can identify errors made by the teacher or the students 

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There are definite connections between reading comprehension and metacognition.  If you can't describe what you are thinking then you probably won't be able to describe what you read. 

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There are definite connections between reading comprehension and metacognition.  If you can't describe what you are thinking then you probably won't be able to describe what you read. 

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Pairing a strong student with a less competent student.

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Pairing a strong student with a less competent student.

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 The following “brain car” lesson and the metaphor
of driving your brain make the concept of metacognition more
concrete and practical for students.

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 The following “brain car” lesson and the metaphor
of driving your brain make the concept of metacognition more
concrete and practical for students.

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Metacognition can be
simply defined as “thinking about your thinking as a pathway
to better learning”

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Metacognition can be
simply defined as “thinking about your thinking as a pathway
to better learning”

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Reading Comprehension and Metacognition are connected because students often have to read some portion of a lesson in order to complete a task, so they need to understand vocabulary and the subject. 

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Reading Comprehension and Metacognition are connected because students often have to read some portion of a lesson in order to complete a task, so they need to understand vocabulary and the subject. 

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We will think aloud more as we model a task.

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We will think aloud more as we model a task.

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Be sure that our lesson objectives and goals are connected and posted for students.

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In the near future our classes could create their own grade-level lessons, culminating in presentations, which teach the class about the definition and importance of both metacognition and executive function.

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In the near future our classes could create their own grade-level lessons, culminating in presentations, which teach the class about the definition and importance of both metacognition and executive function.