Category Archives: metacognition

Three young students working at a table below a sign that says "KINDNESS"

Teaching Metacognitive Talk in the Classroom

metacognition, Quick Tip, Teaching EF Tips

Students are often told, “Complete the assignment independently and quietly,” or “Be quiet. Your peers are trying to focus.”

Encouraging students to think in their heads and work quietly can suggest an air of academic and behavioral success. It also raises a question: Does this silent way of thinking benefit student learning?

Thinking Out Loud

Metacognitive talk is a concept that encourages students to think aloud as they work through their ideas. When students work through the steps of a task out loud, they gain a deeper understanding of their thinking processes.

For students to learn this method of deeper thinking, it is essential to see people modeling the behavior. In the classroom, teachers can show metacognitive talk in action by verbally breaking down a problem into smaller steps.

Asking questions is a vital aspect of metacognitive talk. When teachers model and then explicitly teach how to ask questions and what questions to ask, students can build a “question toolkit” to aid their metacognitive understanding.

Questions to Promote Metacognition

Some questions that could be used are:

  • What previous knowledge do I have on this topic?
  • What am I trying to find out?
  • What do I need to do first?
  • Who could I ask for help?
  • What strategies can I use? (Think about the EF toolkit)
  • What can I do differently next time?

While a classroom full of students talking and exploring their ideas could be perceived as raucous to an outsider, I challenge you to rethink this perception and look closer at the possibilities of creative collaboration and metacognitive talk.

  • Julia Ronkin, SMARTS Student Intern

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Brain networks with words written on it.

The Stories Students Tell: Narrative Building to Shape Neural Networks

EF Conference, metacognition, Social Emotional Learning (SEL)

At ResearchILD’s 37th Annual Executive Function Conference this November, we are honored to feature a session on “Building Meaning Builds Students’ Brains: Implications for Re-inventing Schools” from Mary Helen Immordino-Yang, Ed.D, Professor of Education, Psychology and Neuroscience at the University of Southern California and Director of the USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE).

About Dr. Immordino-Yang

Dr. Immordino-Yang studies the psychological and neurobiological development of emotion and self-awareness, and connections to social, cognitive and moral development in educational settings. She uses cross-cultural, interdisciplinary studies of narratives and feelings to uncover experience-dependent neural mechanisms contributing to identity, intrinsic motivation, deep learning, and generative, creative and abstract thought. Her work has a special focus on adolescents from low-SES communities, and she involves youths from these communities as junior scientists in her work.

Narratives that Shape Neural Networks

Dr. Immordino-Yang and her colleagues are investigating how patterns of thinking and feeling influence the growth of students’ brain networks(link opens in new tab/window)↗. Analyzing students’ narratives reveals their dispositions of mind. When students effortfully deliberate on their internal narratives and engage in deep thinking for themselves, their patterns of brain activity demonstrate developmental effects over time. These changes in their brain networks were driven by students making meaning of their lives in both concrete (here-and-now) and abstract (big picture, systems level) ways.

How can we recognize, model, and promote deep thinking? It is important to focus more on the way that students think instead of focusing on what they know as well as to empower adolescents to build strong relationships with their peers and teachers. At the 37th Annual Executive Function Conference, Dr. Immordino-Yang will discuss these concepts and how we can reinvent schools by redefining what is relevant to our students.

Learn More

You can learn more about Dr. Immordino-Yang and her work:

Looking to build your executive function toolkit? Join us for the Executive Function Summer Summit (July 26, July 28, August 2, and August 4) and the SMARTS Executive Function Summer Workshop (August 9, August 11). All summer professional development opportunities are available online via Zoom and through recorded sessions.

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Student reading book with math symbols and numbers in background

Metacognitive Strategies for Math

Math, metacognition

Teaching students to actively think about their thinking and monitor their comprehension of concepts and procedures is an important part of becoming a successful math student.

It is no secret that metacognition is an integral component of academic and lifelong success. When students think about their thinking and learn about their learning, they are better able to understand their strengths and challenges. When it comes to math, there are a number of ways that teachers can help their students become strategic learners and promote students’ self-awareness.

Find What Works

When you find a strategy that works for you, stick with it. Write it down and keep using it. This is a simple and often overlooked strategy, but it helps to stick with what makes sense for each student.

Acronyms

Acronyms can help students remember organizational processes. Here are a few examples:

RAPS Math Strategy - read and rephrase, art, plan and predict, solve
RAPS Math Strategy

RAPS:

  • Read and rephrase
  • Art
  • Plan and predict
  • Solve

CUBES:

  • Circle the numbers
  • Underline the question
  • Box the key words
  • Evaluate and eliminate
  • Solve and check
Two column chart that has know in the first column and need to know in the second column
Know/Need to know Chart

KNEES:

  1. What do you KNOW?
  2. What do you NEED to KNOW?
  3. Which Equation will you need?
  4. Substitute and solve

Brain Dumps + Self-Checking

Many students may be familiar with brain dumps as the first step in the writing process, but they can also be used in a math context. Encourage students to write down their remembering tricks for procedures and formulas to use as a reference at the top of a test or quiz.

One effective way to help students check their work for the most common errors is to teach the SMARTS lesson Top 3 Hits. In this lesson, students use previously graded assignments to check for their most common errors. Then, students generate a list of their personal Top-3-Hits and create a funny phrase to check their own future assignments. Interested in trying out the Top 3 Hits lesson? Request your free Top 3 Hits lesson plan (please indicate the grade level you teach).

Metacognition is the key to success in school and beyond, not to mention the use of executive function strategies. Thanks to Joan Steinberg, Director of Educational Therapy at ILD, for sharing her expertise and tips for this blog post.

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Image comparing equality (same ladder for all people to reach tree) and equity (each person receives the ladder they need to reach the tree)

Promoting Equity through Executive Function

Equity, Executive Function, metacognition

How can executive function curricula help level the playing field in education? Our mission at ResearchILD is to empower ALL students to learn how to learn and to promote persistence and resilience through executive function strategies that build academic and life success. 

Executive function (EF) processes—goal setting, cognitive flexibility, organizing and prioritizing, memorizing, self-checking and monitoring—are critically important for learning and social behavior.

Research has shown that executive function mediates socioeconomic status (SES) disparities in school achievement; therefore, interventions targeting executive function could help to close the SES-related achievement gap. Executive function represents a powerful tool for developing equitable and anti-racist educational systems. 

From the earliest grades, academic tasks require the coordination and integration of numerous processes as well as the ability to think flexibly and self-check. Consider common academic tasks like reading for meaning, solving math problems, elaborating in writing, summarizing, note-taking, and studying. Each of these requires students to set goals, organize and prioritize information, shift perspectives, think and problem-solve flexibly, memorize, and self-monitor. These executive function processes impact the accuracy and efficiency of students’ performance in academic and social situations.

Executive function strategies are for all students. When EF strategies are systematically taught, new pathways are opened as students learn to successfully navigate novel situations in their classrooms, schools, and personal lives. You can read ResearchILD’s complete white paper on executive function and equity here. 

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

A clock next to piles of coins

Teaching Financial Literacy with EF Strategies, Part 2

Goal Setting, metacognition, Self Advocacy

This post is part of a series that highlights ways to teach financial literacy with executive function strategies. It’s never too early to teach your students financial literacy and EF strategies that can have a lasting impact (link opens in new tab/window)↗.

Goal Setting + Life Beyond High School

Teaching students to set goals and monitor their progress is an essential part of setting them up for long-term success. To help students set goals for college and careers, begin with exercises that promote self-understanding around their strengths, challenges, interests, hobbies, and more. Encourage students to define the what, why, and how of their goals, and provide opportunities for them to envision what their life might look like beyond middle and high school. 

After high school, students have many options such as four-year colleges, two-year colleges, and trade schools. These options can vary in terms of time and cost, so it is beneficial to help students consider the return on investment (ROI).

For students who are considering college, the Education Data Initiative offers research and resources to tackle the rising costs of higher education. They have several resources that can help students balance their long-term goals and the cost of higher education(link opens in new tab/window) ↗.

If students are unsure of their path, taking a semester or year off can help students gain experience, develop self-understanding, and find clarity about their path forward. 

Once students determine the outcomes they would like to achieve, encourage them to monitor their goals and consider obstacles that might arise. CANDO Goals Lesson from unit 2 of the SMARTS Curriculum is an excellent way to get students thinking about setting meaningful goals. 

Stay tuned for part 3 of our EF and Financial Literacy series. 

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Three high school students in science class

Motivation Monday: Flow State

Growth Mindset, metacognition, Motivation

Can you remember the last time you completed a task and were really “in the zone”? Positive psychologists Mihaly Csikszentmihalyi and Jeanne Nakamura (Claremont Graduate University) describe this mental state as flow state. (link opens in new tab/window) Achieving flow state is about the careful balancing of skill level (low, medium, or high) with challenge level (low, medium, or high). 

A graph displaying skill level on the x-axis and challenge level on the y-axis. Flow state is achieved when skill and challenge levels are both high.
Courtesy of Amber Case on Flickr: https://www.flickr.com/photos/caseorganic/5528981189

Those who have experienced flow state describe feeling the following characteristics:

  1. Intense moments of concentration
  2. Deep involvement in task; merging of action and awareness
  3. Feelings of control over one’s actions
  4. Thorough enjoyment of the task at hand
  5. Time feels like it flies by

Why it matters for education

Helping students reach flow state means helping them balance their skill levels with the appropriate level of challenge. This process can start with activities that promote self-awareness and self-understanding. When students reach this state, they will feel successful, confident, and empowered.

The research around flow state can also have a positive impact on the way educators approach deep learning and the structure of the school day(link opens in new tab/window) . While the noise and energy of a bustling classroom may be beneficial for some students, constantly shifting attention from one subject to another after brief periods of time can prevent students from reaching flow state. When time and other factors allow, offering students extended periods of time (with short movement, brain, or sensory breaks) can allow them to engage more deeply with tasks and topics. 

Takeaways

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Preparing Students for Global Citizenship

Cognitive Flexibility, Equity, metacognition

As the world grows more interconnected and interdependent, how can we prepare our students for global citizenship? Help them to develop their skills in metacognition and cognitive flexibility.

Preparing Global Citizens

In the Curriculum for Global Citizenship, Oxfam proposes key knowledge, skills, and values students need in order to thrive as global citizens.

. asking questions and critical thinking 2. exploring local-global connections and our views, values and assumptions 3. exploring the complexity of global issues and engaging with multiple perspectives 4. exploring issues of social justice locally and globally 5. applying learning to real-world issues and contexts 6. opportunities for learners to take informed, reflective action and have their voices heard Global citizenship is not... 1. telling people what to think and do 2. only about far away places and peoples 3. providing simple solutions to complex issues 4. focused on charitable fundraising 5. abstract learning devoid of real-life application and outcomes 6. tokenistic inclusion of learners in decision-making

Many of these elements, such as exploring the complexity of global issues, engaging with multiple perspectives, and self-reflection, ask students to shift perspectives, XXX and XXX. In short, they rely on metacognition and cognitive flexibility.

Metacognition and Cognitive Flexibility 

Metacognitive awareness is an integral component of academic and lifelong success. You can promote students’ self-awareness by helping them think about their thinking and understand their strengths and challenges.

Students also use metacognition and flexible thinking to develop the social awareness and relationship skills that are essential for connecting with others. It is also important for students to develop self-awareness of their values and judgments–they understand the world through the lens of their cultural identity, experiences, and personal values. Students should understand that conflict arises out of misunderstanding and that exploring multiple perspectives on a situation is a path towards mutual understanding or resolution. When students can step into their peers’ shoes XXXXXX.

 Perspective Taking: 3 Whys 

The 3 Whys thinking routine (also available in Spanish) from Project Zero can get students thinking beyond their own experience.

  1. Why might this [topic, question] matter to me?
  2. Why might it matter to people around me [family, friends, city, nation]?
  3. Why might it matter to the world?

This routine ensures that students first establish a personal connection to the issue at hand. Students are then asked to switch perspectives and step into the shoes of the people and the world around them. This thinking routine aligns well with cognitive flexibility strategies featured in the SMARTS curriculum, such as the “I’m Wearing Your Shoes” lesson.

For both the elementary and secondary SMARTS curriculum, the lesson focus sorter (available under “tools” when logged in to SMARTS) is a great resource for selecting lessons that address areas such as flexible thinking, perspective taking, self-advocacy, social awareness, and self-understanding.

For more information on global citizenship, check out these resources: 

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Metacognition and Reading Comprehension

metacognition, Quick Tip, Reading Comprehension

For many readers, the process of decoding is taxing and can interfere with comprehension. When students think about their thinking and pay attention to the story that is developing in their head as they read, they can more actively check their comprehension and seek help resolving any inconsistencies.

Teaching students to become active readers and monitor their comprehension is an important part of becoming a successful reader.

For many readers, the process of decoding is taxing and can interfere with comprehension. When students think about their thinking and pay attention to the story that is developing in their head as they read, they can more actively check their comprehension and seek help resolving any inconsistencies.

Teaching students to think about their thinking can take many forms.

  • Thinking routines (from Project Zero) can help make students’ thinking visible while they read. A thinking routine is a set of questions or a brief sequence of steps used to scaffold student thinking. These routines help make students’ learning processes visible, offering a way for them to make sense of what they read.
  • When students aren’t sure if they understand what they’ve read, you can offer them strategies such as rereading or leaving a sticky note in places where they have questions.
  • Use “turn-and-talk partners” to encourage peer collaboration and let students articulate and discuss their understanding of a text.

For more metacognitive strategies that can boost reading comprehension, check out these suggestions from the Landmark School Outreach Professional Development for Educators.

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

Build Your Executive Function Toolkit in 2022

Are you interested in building your Executive Function Toolkit? Join us in February and March to hear from EF experts on topics such as metacognition and motivation, strategies to support students with long-term projects and project-based learning, embedding EF in the general education curriculum, and the intersection of EF and social-emotional learning. Learn more and register today. 

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Metacognition, Social-Emotional Learning, and Belonging

EF Conference, Executive Function, metacognition

Developing metacognition was a common theme at ResearchILD’s 36th Annual Executive Function Conference. Here are highlights from a few of our featured speakers.

Creating Strategic Learners

It is no secret that metacognition is an integral component of academic and lifelong success. When students think about their thinking and learn about their learning, they are better able to understand their strengths and challenges. Dr. Lynn Meltzer, director of the Institutes for Learning and Development (ResearchILD & ILD), described a number of ways that teachers can help their students become strategic learners and promote students’ self-awareness.

Social-Emotional Learning

Meaningful relationships are a key part of living a happy and fulfilled life. Promoting metacognition can help students develop the skills they need to create and maintain successful relationships. Dr. Maurice Elias, a professor in the Psychology Department at Rutgers University and director of the Social-Emotional and Character Development Lab, works to develop schools of character, close achievement gaps, and increase student proficiency. Dr. Elias shared a skills-based framework for success in school and life that centers around metacognition. Metacognition is a critical element of developing the self-awareness, social awareness, and relationship skills that are essential for connecting with others. 

Identity and Belonging

Self-understanding is also at the heart of developing a sense of identity and belonging. David Flink, founder and chief empowerment officer of Eye to Eye, spoke about his personal experience with dyslexia and ADHD. Flink founded Eye to Eye, an organization dedicated to improving the lives of young people with learning differences through mentoring. Flink emphasized the importance of embracing students’ identities and promoting self-advocacy to build stronger and better learning experiences for all students.

Build Your Executive Function Toolkit

Are you interested in building your Executive Function Toolkit? Join us in February and March to hear from EF experts on topics such as metacognition and motivation, strategies to support students with long-term projects and project-based learning, embedding EF in the general education curriculum, and the intersection of EF and social-emotional learning. Learn more and register here. 

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Lessons from ResearchILD’s 2020-2021 EF and Equity Fellows: Part III

Equity, metacognition, Self Advocacy

All educators play a crucial role in counteracting systemic racism and developing equitable approaches that support the success of every student. Our Executive Function (EF) and Equity Fellowship brings together educators from across the US to explore how schools are addressing students’ executive function needs through an equity lens. This post, the last in a three-part series, highlights the lessons that emerged from conversations with our 2020-2021 EF and Equity Fellows and guest speakers. 

Draw on Your Community’s Shared Knowledge

During ResearchILD’s monthly EF and Equity gatherings, our Fellows and guest speakers shared their experiences honoring all students’ identities and teaching executive function strategies.

These gatherings and ensuing conversations underscored an important finding—our community contained a rich fund of knowledge and experiences from which we could all learn.

Here are three takeaways from our conversations:

  • Teach students to navigate the context of their school system. This can include teaching students how to access existing resources, determine what questions to ask, and understand their school’s culture.
  • Helping students develop greater self-understanding can enable them to develop their self-advocacy skills. Executive function strategy instruction begins with teaching students to understand themselves as learners and become aware of their strengths and challenges. 
  • Executive function strategies are for all students. Explicitly and systematically teaching executive function strategies can open up new pathways as students learn to successfully navigate novel situations in their classrooms, schools, and personal lives.

Conversations with our EF and Equity fellows reaffirmed that we don’t have to look far to find inspiration and ideas. Our colleagues and community members may offer ways to recognize and build upon students’ existing funds of knowledge to make the curriculum personally relevant for them. 

EF and Equity

Are you interested in becoming a 2021-2022 EF and Equity Fellow? Learn more about the fellowship and application process. If you would like to hear more from equity-minded educators, join us for the 36th Annual Executive Function Conference. Learn more and register today!

  • Caitlin Vanderberg, M.Ed., SMARTS Program Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org