# data[].attributes.body
Considering that one of the pillars of a rigorous learning environment is one where each person brings learning to what he knows, and in sharing with the other, add value to knowledge and learning. This empowerment of learning in the appreciation of what they already know, as a starting point, for any learning they develop, which gives rise to autonomous learners, more aware of themselves and others.
Metacognition here plays an important role in the achievement and development of awareness of how I am learning and in my training as the leader of my own learning.

# data[].attributes.body
About my context, and going back to my student days, I can not identify many strategies. Maybe the feedback, the teachers I had have resorted to this strategies, but always in a logic of evaluation of the contents, I feel even in a more negative perspective.

While Teach For Portugal, we still have no experience, we were the last to join the network, and in July it will be our 1st Summer Institute and in September the entrance into the classroom.

# data[].attributes.body
Although I have not had much time to study this subject so deeply, there are several strategies I want to share with Teach For Portugal (TFP) participants.

One of the TFP Student Outcomes is the EU Metacognition, Leadership and Consciousness.

At the Summer Institute there is already a training program on Metacognition, given by a teacher of mathematics with many experience that he uses in his classes and has had fantastic results. With this training, I feel more knowledge and attach even more importance to this topic as essential training for the participants. The various strategies I've read, in the documents and videos I've viewed, will be supportive tools that I'll use. Throughout the Summer Institute, I will encourage the implementation of some of these strategies so that they themselves reflect on their own learning process, resorting to metacognition.

# data[].attributes.body
I saw a rigorous learning environment as one that consciously challenges the learner to think on a deeper level. Metacognition  is the path to that deeper level. By using strategies such as questioning oneself, the learner begins to process what they know and don't know about a specific topic thus thinking to a deeper level. As my team and I plan for our summer institute, we are challenged by several concepts new to our program. For example we are adding a 2 in 1 fellowship that brings english and STEM together in the classroom. There are so many external factors that will shape the way this new program will evolve. As a team, we will need to question what we know and don't know about english and STEM curriculums and how they will work together.

# data[].attributes.body
I am also in a similar situation as Rafaela. I am new to TFV and still on-boarding which means I have had limited classroom observations. However, what I will expect to see in next years classrooms will be teacher leaders who will challenge students to think through their awareness, agency and disposition. That means using metacognitive strategies (goal setting, questioning self, monitoring, adjusting).

# data[].attributes.body
When it comes to your organization, take time to observe, observe, observe. Look at the situation/problem from every possible angle. Get a good sense of what you know about the situation and what you don't know. Then, retreat and reflect on how this impacts the vision of your organization. I try to make this my 'go to' position every time I consider  how my Training and support team moves forward. Metacognition should be realized in conjunction with your vision so there is a clear path that all staff, leaders share and move toward.

# data[].attributes.body
It allows the students to empower themselves as learners, as truly leaders of their learning. It helps in the awareness of the students, how they stand, and what can they use knowledge for. I see some of this work and strategies in some Enseña Uruguay teachers. Some of them end every class with their students with a simple group exercise with these three questions: what have we learned today? How did we learned it? For what purpose did we learn it?

# data[].attributes.body
As i said before i´m thinking of preparing a summary of some specific strategies in order to work meta cognition environment in the classrooms. In our training sessions we do work with the importance of meta cognition, but we are not clear in how can we enable meta cognition in our students, how can we help them to own their learning process. In this way, our teachers could have a specific way, idea on how to develop meta cognition with their students and also enable us to evaluate if these strategies are happening or not.

# data[].attributes.body
I think metacognition is the important part of rigor environment cause it increases ownership of learning process, independent thinking and empower students to achieve higher goals. Question that support deeper understanding of learning process and the way the student learn more efficiently; define where student needs help.

# data[].attributes.body
Modelling process of thinking, monitoring and explaining analysing process after the test data, developing growth mindset (different strategies, for example, exit ticket about mistakes and what did I learn from it)

# data[].attributes.body
I'd like to encourage fellows to go deeper in understanding about goals of education in their own context. Metacognition will be a great tool to connect something that happens in the classroom to the future of student. Also this tools for metacognition are important to fellows to developing their leadership and ownership of their learning through the program and further.

# data[].attributes.body
Metacognition allows us to recognize, understand, and own our learning. It puts us into the driver's seat when it comes to learning and therefor, we can push our own thinking and development.

# data[].attributes.body
I have not seen this in classrooms in Armenia in general. Even our own teachers do not take ownership of their own learning. I wonder how we might develop our own team, coaches, to do this first, and then move towards this approach with our teachers

# data[].attributes.body
I think that sharing the idea of metacognition with my team, in and of itself, would have a transformational effect. Metacognition is something that I do not think has been named or described at any point during education. I feel that this concept would be transformational to the team, even when it comes to their own development. From there, they could pass it on to our teachers.

# data[].attributes.body
I loved the idea of ​​self-questioning. It seems to me fundamental to share the maximum metacognition strategies with our fellows and internal team members because they give awareness to actions that are often already practiced.

# data[].attributes.body
In my context, I see a lot of the use of frameworks to facilitate learning as well as visuals. In addition, the use of feedback and active listening of students is also a strong ally in this process.

# data[].attributes.body
Metacognition is an extremely powerful tool for a rigorous learning environment because it allows students to master their best learning strategy and thereby become active in the process.