Task specific instructions

To wait for them to reflect and answer

1. teacher role modelling

2. providing opportunities for practice and

3. reflecting

How to motivate the weaker, less motivated students

Ask Angeline

What are some other methods to encourage metacognition in a multimodal manner?

How can we support lower ability students to think about their thinking.

Setting short term goals at the first 2/3 lessons? What if they don’t know much about the subjects to set goals?

• Using goal setting as a form of motivation

• Getting students to be invested in it and follow through.

2) How metacognition acts as a key enabler

3) Some observable traits of metacognitive awareness in students

Plan: to be more intentional in using metacognition strategies to foster metacognition in students and also, to be more intentional in monitoring their progress

• I intend to try to be more aware and intentonal of metacognitive practices

Create a safe environment for mistakes and teaching how to learn from mistakes and not let mistakes recur

All these should be wired into their brain plasticity and enable them to be effective learners and thinkers of tomorrow

2. Traits of metacognition

3. awarw of the different strategies of enhancing metacognition

Be more intention to help students think about their thinking, esp their verbalise their thoughts process

Allow my students to make their thinking more visible in the classroom.

Think together with the students and explore ways to give feedback when activating metacognitive thinking in a classroom setting.

Will try to find out more through conversations and ofcourse through googling!

What are simple activities that we can try to observe students visible thinking to further help them ?

2) reflecting

2) create safe environment

How to be okay with failing if metacognition strategies do not work in the classroom

I will definitely need another look at the slides.... and perhaps google to find out more.

Within which, I will continue to hone thinking routines within the lesson to encourage students to exercise this muscle of them.

However for 2. perhaps we can articulate to the students of why metacognition and how metacognition. Am most afraid of the silent metacognition which is very hard to detect.

A silent student might still be exercising his/her metacognition.

• depends on students’ view and perception on the effectiveness

• where my students are? What do they need? From where do I start tracing their Metacognitive strategies / skills?

1. safe space where my students to feel excited about asking questions,

2. unafraid to make mistakes, and

3. always hungry for more knowledge.

Intentionally create space for question-asking (by students), offer a myriad of ways to ask questions (anonymously, verbally, etc etc)

Li Xian

1. That metacognition entails both metacognitive knowledge and metacognitive regulation

2. Asking the right questions to students to think through instead of giving them the answers / solving it for them

3. Providing students with the opportunity to engage in metacognitive thinking

• read up more on this

• tap on the expertise of colleagues and have more intentional incorporation and discussion at unit and dept levels

• learn from sharing by others

I will try to read up, learn from colleagues who have tried the ways, and experiment in my own classes.

1. How to get students to see the benefits of metacognitive thinking rather than it being just another thing a teacher tells them to do

2. How one teacher can manage the metacognitive thinking of so many students

2) I have slightly better understanding what is metacognitive.

3) I have learned to allow students more time to reflect on their learning.

I would like to hear from other colleagues on what they've done in class and see if we can collab/infuse some good existing ideas.

Li Xian

Metacognition is advanced thinking process. Can we bypass the basic thinking process-cognitive thinking process?

2) How to help those who are unable to reflect?

I am wondering if there is a quick and efficient way for us teachers to view all responses at once? I reckon googleforms/google sheets would be a fast method, but it takes away students' access to what they've written before.

any IT savvy colleagues--do share ! :)

Li Xian

1) I've developed a better understanding of what metacognition is. I used to think that it was simply thinking about thinking, understanding the learning gaps and misconceptions from why you got a question wrong. But I realised there's a more 'macro' aspect of setting goals, looking for resources to bridge the gaps, etc. I think I will be more conscious in my language towards students. E.g. when faced with certain questions I can ask them, "So what will you do to find out?" or "So what do you think you have to do next to improve?" Then the next step will be about accountability, how do we ensure students are equipped and motivated to follow up on the goals that they've set.

2) I've learned about the 4 areas that create a conducive environment for metacognition to thrive - neuroplasticity and practical optimism (growth mindset), cognitive flexibility (adaptive thinking) and finishing power (maybe some area of resilience?). I'm trying to think how, do these connect directly with metacognition? Or are they just general principles that create a conducive environment for learning? Because when we've identified the connection, then we can help students to draw the explicit links. E.g. from practical optimism - there is always hope to improve -> you can achieve what you've set your mind to -> what is my plan to improve in the way and in the pace that I want to? Spelling this out will help connect our teacher actions to student outcomes!

3) I have learnt from my dept colleagues about some strategies that we are already implementing - some in terms of resources (e.g. checklists, design specifications) and tasks (e.g. making mindmaps to organise learning, padlets to find out what students need to know or want to know), some more verbal (asking questions to find out what the problem is and leading the students to find their own solution instead of just providing answers).

2. How can we tap on or build on student agency to develop a culture of metacognition? I have to go look at Drive again to see the overlapping skills and habits and see how they can aid each others' development in our students!

Cannot intellectually "defeat" them because they'll "forget" the next week. Conviction needs to come from within. Maybe find out what motivates them.

1. Being aware of one's thought process

2. Strategies to make thinking visible

3. Peer discussion also allows for metacognition thinking

Guiding students in arriving at solutions rather than giving answers

Using different strategies of enhancing metacognition

I intend to create a classroom environment that promotes and encourages metacognitive thinking in students.

How may I incorporate metacognitive thinking with respect to my subject, which could be fulfilled through thoughtful planning of lessons

1. How to motivate students to start thinking metacognitively?

2. Metacognition requires a high cognitive load, how to prevent burnout?

What are the correct questions to ask?

I have also identified some metacognitive traits in students and recognized that the application of metacognition can occur both during lessons, as students employ thinking strategies, and after lessons, as they reflect on their experiences.

I will start by teaching students various strategies for learning, thinking, and problem-solving (making thinking visible!). By equipping them with the appropriate strategies to plan and adjust their thinking, students can then apply these strategies to tackle different problems. This sets the foundation for fostering metacognitive abilities in students.

I can learn that by reading up on metacognitive strategies and tapping on the knowledge of my colleagues.

The importance of promoting metacognition in students and how it can be done.

I would love to create platforms and opportunities to highlighting the significance of fostering metacognition in my students and encourage them the cultivate it, despite initial resistance.

I would like to get more tips on effective strategies, tailored approaches, and methods that may work for G1/G2 students.

What resources and support are available for implementing metacognition in the classroom? Tools, software, apps etc.

In line with the MOE syllabus, we have been subconsciously practising the strategies in class. Will deliberately and emphasize during class to remind students of the thinking processes.