# @edutopia on Instagram

- **Type:** Image
- **Original URL:** https://www.instagram.com/p/CgDDlx1MqT9
- **Gondola URL:** https://gondola.cc/posts/20303150-edutopia-instagram
- **Thumbnail:** https://img.gondola.cc/tr:w-,h-,fo-auto/postThumbnails/legacy-do/9cb67cf11fa8b457bd104eb7e7124fbe9f268568ee85a3e4278ffdc63e834f7a.jpg
- **Posted:** 2022-07-15T21:19:12.000+00:00
- **Account Owner:** Edutopia (@edutopia) — https://gondola.cc/edutopia

## Caption

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 questions and encouraging problem-solving: Closed questions tend to test recall and have a correct answer, while open-ended questions ask students to use what they have learned to show deeper understanding.

Explaining the steps or outlining the process: When students are working independently, they should be able to explain their thinking process. One way of doing this, says Parrish, is “using an already-solved example problem to explain in words how to get from one step to the next.”

Generating knowledge and new examples: Students can create an example—such as writing a question for a test—and then work with a partner to compare and contrast their examples. Or, after direct instruction or a video, students can write down everything they recall and then compare with a partner.

Taking on a specific role in the critical thinking process: In reciprocal teaching, students work in groups to analyze fiction or nonfiction text or a math word problem. Each student takes on a specific thinking role, such as making predictions, summarizing, and more.

Link in bio. 

#Metacognition #TeachersOfInstagram

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## Tags

teachersofinstagram, metacognition

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