When teachers set up questions to elicit a specific answer, some students don’t speak at all, and others speak only if they’re sure they’re right. Metacognitive talk—a discussion in which students share their thought processes to build knowledge together—is one solution for this problem. In an article based on her book “The Independent Learner,” Nina Parrish covers ways teachers can use metacognitive talk as an instructional tool. During turn-and-talk discussions, students examine their thinking processes and identify different ways to solve a problem. They also explore different strategies or viewpoints, use active listening and test out ideas, and debate or negotiate to reach a consensus before presenting to the group. Strategies for Encouraging Metacognitive Talk Limiting teacher talk time: Teachers should model the process, but students should do most of the thinking and reasoning work. Teachers can provide a scaffold—such as a question—if students get stuck. Using open-ended q...