Teaching metacognitively, which involves teaching with metacognition and teaching for metacognition, is critical for learners of any age. With enables teachers to gain awareness about and control over how they think and teach, and to monitor, evaluate, and adjust their instructional practices in accordance with specific students, goals and contexts. For enables teachers to design instruction that will develop and activate their students’ metacognition, enabling them to be aware of what they know and do not know, and take action to address flaws or gaps in what they know. Our research findings, based on empirical studies conducted in a variety of educational settings, have identified effective instructional practices for teaching metacognitively. This chapter focuses on practices that support the metacognition of learners engaged in disciplinary discussions. This emphasis addresses a significant void in the research literature which more commonly targets metacognition in learning generally or applied specifically to reading and writing.
Part of the book: Metacognition in Learning