**6. Conclusion**

Instructional practices that help students develop a reflective and strategic approach to learning, i.e., teaching for metacognition, need to be embedded across the curriculum and throughout the school day. Accomplishing this goal requires instructors to think metacognitively about their teaching and to use instructional practices strategically, i.e., teaching with metacognition. In this chapter we have explained these concepts as well as how the SOAR Teaching Frame for Disciplinary Discussions can be used to support them.

In addition, we have introduced a framework called the stages of teaching for metacognition in disciplinary discussions. This framework, as well as the researchbased instructional strategies and classroom scenarios that support it, can be used to help students develop a range of metacognitive strategies for remaining actively engaged in disciplinary discussions. It also provides insight into the stages of the framework by illustrating the dynamic and interdependent ways in which they work together to drive both teacher growth and student learning.

**33**

**Author details**

, Robert Pritchard<sup>2</sup>

provided the original work is properly cited.

1 University of California, Davis, Davis, California, USA

2 Sacramento State University, Sacramento, California, USA

\*Address all correspondence to: rpritchard@epfteach.com

3 Essential Practice Frames for Teaching, Roseville, California, USA

\* and Debi Pitta<sup>3</sup>

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

Susan O'Hara1

*Teaching with and for Metacognition in Disciplinary Discussions*

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

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

*Metacognition in Learning*

**6. Conclusion**

*Discussion prompt cards.*

**Figure 10.**

Discussions can be used to support them.

Instructional practices that help students develop a reflective and strategic approach to learning, i.e., teaching for metacognition, need to be embedded across the curriculum and throughout the school day. Accomplishing this goal requires instructors to think metacognitively about their teaching and to use instructional practices strategically, i.e., teaching with metacognition. In this chapter we have explained these concepts as well as how the SOAR Teaching Frame for Disciplinary

In addition, we have introduced a framework called the stages of teaching for metacognition in disciplinary discussions. This framework, as well as the researchbased instructional strategies and classroom scenarios that support it, can be used to help students develop a range of metacognitive strategies for remaining actively engaged in disciplinary discussions. It also provides insight into the stages of the framework by illustrating the dynamic and interdependent ways in which they

work together to drive both teacher growth and student learning.

**32**
