**5.4 Teaching specific strategies**

A great deal of research indicates that the explicit teaching of strategies to students will improve student learning and help them become more independent learners [28–30]. Our work with the SOAR Disciplinary Discussions Teaching Frame has also demonstrated that introducing and demonstrating specific metacognitive strategies students can use when engaged in discussions significantly improves their ability to recognize and address breakdowns that occur and ultimately keep the discussion (and learning) on track [3, 27]. The key to the successful teaching of strategies is explicitly demonstrating what the strategy is, how to use it, and when and why to use it. In the scenario that follows the teacher is introducing one of our research-based discussion strategies to her students.

*Scenario for teaching specific strategies*: as a class routine, Ms. O'Rourke has her students reflect on their discussions. She now wants to teach them a strategy she thinks will strengthen their discussions further. "You have really improved with your discussions because you have been reflective about what you are doing well to deepen your discussions and about those areas that need improvement. Nonetheless, I have noticed that there are times when your discussions seem to stall or shut down, so I want to teach you some strategies to help. What seems to happen is one of you stops talking because you do not know what else to say or you are confused about the topic. Let us review how we have defined metacognition. Turn to your partner and discuss what metacognition is and give an example when you have acted metacognitively."

After students have had a chance to discuss, Ms. O'Rourke has them share. Then she says: "So, as you stated, you first need to be aware that your discussion has stalled and that you do not understand what to do. Once you are aware, you need to take some action to get the discussion moving again. I have a reference chart here on the white board for us to discuss. (See **Table 2**.) One thing you can do is reread the prompt. This gives you an opportunity to refocus your thinking and come up with some ideas to add to the discussion and move it along. It also gives you a moment to clarify the prompt if necessary. Another strategy is you can summarize what you and your partner have said so far. By summarizing the discussion, you are 'retracing' the discussion to see where it broke down. You might find that a question or comment took your discussion off topic which caused it to stall. The third strategy is to ask your partner for help to get back on track. You could say, 'I can't think of anything else to say. Can you ask me a question or make a comment to get us moving again?' Or you could say, 'I am not sure if I'm on the right track with our discussion. Can you help me get back on track?'

I really want you to be thoughtful in your discussions and use these strategies if you get stuck. When you have completed your discussion, I am going to ask you and your partner to process your use of these strategies: Did you reread the prompt, summarize the discussion, and/or ask your partner to help?"

It is important for teachers to monitor student discussions to be able to determine what strategies need to be demonstrated and why, when, and how to use them. In the scenario above, Ms. O'Rourke demonstrated for her students what they could do when one partner (partner A) realizes their discussion became stalled because he is not understanding.

Another possibility for why the discussion breaks down and students are not going deeper to co-construct their knowledge can be because partner A realizes that partner B is not understanding. The third possibility is that both partner A and partner B realize the discussion has stalled and they need help to move forward. In both of these cases, the teacher would demonstrate what she has seen in the discussions and explain and model the steps (see **Table 3**) that could be taken to deepen the discussion.

#### **5.5 Guiding student use of strategies and processes**

To use strategies independently, students need metacognitive knowledge about their own abilities and attitudes, what strategies are effective and available, and the particular type of activity they need to do. Carefully designed guided practice, with a gradual release of responsibility built into the instructional sequence, enables students to develop this knowledge and the confidence they need before applying them in independent practice. At this stage learners also need timely, constructive feedback to determine how effectively they are learning and applying the discussion skills. The final scenario describes how a teacher in the SOAR project monitors and guides his students as they use the processes and strategies they have been learning.

*Scenario for guiding student use of strategies and processes*: Mr. Lu has introduced metacognition, engaged his students in the reflective process, deconstructed the reflective process, and taught metacognitive processes and strategies to his class. As a result, he feels they are being more metacognitive in their discussions. He is

**31**

improve.

**Table 3.**

**Table 2.**

*Metacognitive strategies A.*

*Metacognitive strategies B.*

*Teaching with and for Metacognition in Disciplinary Discussions*

now monitoring and guiding his students in using those processes and strategies automatically. "You all have grown so much in working with your partners to coconstruct your learning through your discussions. I see you using the metacognitive strategies we have discussed. Today, while you are having your discussion, I will be walking around listening to how you are using those strategies to regulate your discussions. I might ask you a question or set down a discussion prompt card (see **Figure 10**) as a reminder of what you could be doing to strengthen your discussion. Let us look at the cards so you are familiar with them. This one says, 'Summarize your ideas.' Which problem does that refer to? Yes, 'I don't understand.' This one says, 'Paraphrase your partner's ideas.' Yes, that matches 'My partner doesn't understand.' This one says, 'Retrace the discussion.' Yes, that

Getting students to monitor and guide their own discussion can be challenging. A unique strategy to help students do this is with the use of technology. Pairs of students can video tape themselves having a discussion using an iPad, Chromebook, or phone. Ask a pair if they would allow the class to view their video as a model. Take this opportunity for students to share the strategies they saw the students in the video use appropriately as well as any suggestions for improvements. Have the rest of the class watch their own videos and provide a checklist or graphic organizer for students to record what they did well and the areas they could improve upon. Debrief as a class. Finally, have students record another discussion with the goal of incorporating those strategies they need to

My partner doesn't understand Paraphrase my partner's ideas to help her refocus her thinking.

thinking.

Summarize my ideas to clarify my thinking. Ask my partner for help to get back on track.

misunderstanding.

move forward.

move forward.

occurred.

Ask a question to prompt my partner to reconsider her

Explain my thinking to move my partner beyond her

Clarify why the discussion has stalled to figure out how to

Retrace the discussion to identify where the breakdown

Explain why we are stuck and ask for help to enable us to

*DOI: http://dx.doi.org/10.5772/intechopen.86665*

is, for 'We need help to move forward.'"

**If… or when…. Then I can**

**If… or when…. Then I can**

I don't understand Reread the prompt to refocus my thinking.

We both need help to move the conversation forward

*Teaching with and for Metacognition in Disciplinary Discussions DOI: http://dx.doi.org/10.5772/intechopen.86665*

now monitoring and guiding his students in using those processes and strategies automatically. "You all have grown so much in working with your partners to coconstruct your learning through your discussions. I see you using the metacognitive strategies we have discussed. Today, while you are having your discussion, I will be walking around listening to how you are using those strategies to regulate your discussions. I might ask you a question or set down a discussion prompt card (see **Figure 10**) as a reminder of what you could be doing to strengthen your discussion. Let us look at the cards so you are familiar with them. This one says, 'Summarize your ideas.' Which problem does that refer to? Yes, 'I don't understand.' This one says, 'Paraphrase your partner's ideas.' Yes, that matches 'My partner doesn't understand.' This one says, 'Retrace the discussion.' Yes, that is, for 'We need help to move forward.'"


#### **Table 2.**

*Metacognition in Learning*

help me get back on track?'

because he is not understanding.

**5.5 Guiding student use of strategies and processes**

help?"

the discussion.

they have been learning.

a reference chart here on the white board for us to discuss. (See **Table 2**.) One thing you can do is reread the prompt. This gives you an opportunity to refocus your thinking and come up with some ideas to add to the discussion and move it along. It also gives you a moment to clarify the prompt if necessary. Another strategy is you can summarize what you and your partner have said so far. By summarizing the discussion, you are 'retracing' the discussion to see where it broke down. You might find that a question or comment took your discussion off topic which caused it to stall. The third strategy is to ask your partner for help to get back on track. You could say, 'I can't think of anything else to say. Can you ask me a question or make a comment to get us moving again?' Or you could say, 'I am not sure if I'm on the right track with our discussion. Can you

I really want you to be thoughtful in your discussions and use these strategies if you get stuck. When you have completed your discussion, I am going to ask you and your partner to process your use of these strategies: Did you reread the prompt, summarize the discussion, and/or ask your partner to

It is important for teachers to monitor student discussions to be able to determine what strategies need to be demonstrated and why, when, and how to use them. In the scenario above, Ms. O'Rourke demonstrated for her students what they could do when one partner (partner A) realizes their discussion became stalled

Another possibility for why the discussion breaks down and students are not going deeper to co-construct their knowledge can be because partner A realizes that partner B is not understanding. The third possibility is that both partner A and partner B realize the discussion has stalled and they need help to move forward. In both of these cases, the teacher would demonstrate what she has seen in the discussions and explain and model the steps (see **Table 3**) that could be taken to deepen

To use strategies independently, students need metacognitive knowledge about their own abilities and attitudes, what strategies are effective and available, and the particular type of activity they need to do. Carefully designed guided practice, with a gradual release of responsibility built into the instructional sequence, enables students to develop this knowledge and the confidence they need before applying them in independent practice. At this stage learners also need timely, constructive feedback to determine how effectively they are learning and applying the discussion skills. The final scenario describes how a teacher in the SOAR project monitors and guides his students as they use the processes and strategies

*Scenario for guiding student use of strategies and processes*: Mr. Lu has introduced metacognition, engaged his students in the reflective process, deconstructed the reflective process, and taught metacognitive processes and strategies to his class. As a result, he feels they are being more metacognitive in their discussions. He is

**30**

*Metacognitive strategies A.*


#### **Table 3.**

*Metacognitive strategies B.*

Getting students to monitor and guide their own discussion can be challenging. A unique strategy to help students do this is with the use of technology. Pairs of students can video tape themselves having a discussion using an iPad, Chromebook, or phone. Ask a pair if they would allow the class to view their video as a model. Take this opportunity for students to share the strategies they saw the students in the video use appropriately as well as any suggestions for improvements. Have the rest of the class watch their own videos and provide a checklist or graphic organizer for students to record what they did well and the areas they could improve upon. Debrief as a class. Finally, have students record another discussion with the goal of incorporating those strategies they need to improve.

**Figure 10.** *Discussion prompt cards.*
