**5.3 Deconstructing reflective processes**

Modeling your own thinking, i.e., revealing the thought processes of an expert learner, is an essential element of effective teaching because it helps students develop their own metacognitive abilities. However, not everything teachers label as modeling is consistent with this stage in teaching for metacognition. For instance, using a think aloud to verbalize the procedural steps of a learning task is not the same as visibly enacting and deconstructing the underlying thought processes required to complete the task. It is the latter that provides learners with the scaffolded support they need to develop their metacognitive abilities and ultimately become more independently learners. The scenario that follows illustrates how a

**27**

ing in numbers."

and pesticides.'"

*Teaching with and for Metacognition in Disciplinary Discussions*

teacher can help students verbalize their thought processes while engaged in discus-

the reasons the Monarch butterfly has decreased its population. I'll start.'"

Class (represented by Isabelle): "I could ask you to elaborate."

another reason the monarchs are decreasing?' Yes, Joaquin."

Joaquin, 'Can you show me where it says that in the text?'"

else partner B could say? Yes, Isabelle."

due to climate change. Now what can you, partner B, say to me. Joaquin?" Class (represented by Joaquin): "I could say another reason is pesticides." Teacher: "That is a correct. You could state another reason. Is there something

Teacher: "One reason that the monarch butterfly population is dropping is

Teacher: "Yes, we can discuss climate change more, so we make sure we both

Class (represented by Joaquin): "Pesticides is another reason they are decreas-

Class (represented by Joaquin): "Right here it says, 'These include habitat loss

Teacher: "I need to figure this out. The article says habitat loss and pesticides,

so I want to see if we can figure out these two things. I am going to ask you,

Teacher: "I don't remember reading that in the article, so I am going to ask

understand it before we move on to the next reason. This helps deepens our discussion. So, I will respond to Isabelle. 'I think that weather is always changing. We are having bigger storms and hotter temperatures. The monarch butterfly migrates from Mexico to the upper United States, over 3000 miles.' Now, do you think I should ask you, partner B, a question? ... Yes, now I can say 'What was

*Scenario for deconstructing reflective processes*: Mr. Vu is working with his students on strengthening their reflective processes regarding discussions. "Turn to your partner and explain how our self-reflection has strengthened your discussions." Students then share out how it has helped them be aware of what they are doing well and the gaps that they need to strengthen. "Today, I want to demonstrate some things you can do to continue to strengthen your discussion and co-construct your knowledge with your partner. I am going to be partner A and all of you are going to be partner B. (See **Figure9**.) We are going to discuss our article: 'Species at Risk.' The prompt is 'Discuss

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

sion with others.

*Discussion strategy checklist.*

**Figure 8.**


#### **Figure 8.**

*Metacognition in Learning*

**26**

**Figure 7.** *Do now.*

**Figure 6.** *Paint chip cards.*

different points in the lesson. A different checklist could ask students to indicate whether "I did it well," "I need to work on this skill," or "I need help in using this

Modeling your own thinking, i.e., revealing the thought processes of an expert

learner, is an essential element of effective teaching because it helps students develop their own metacognitive abilities. However, not everything teachers label as modeling is consistent with this stage in teaching for metacognition. For instance, using a think aloud to verbalize the procedural steps of a learning task is not the same as visibly enacting and deconstructing the underlying thought processes required to complete the task. It is the latter that provides learners with the scaffolded support they need to develop their metacognitive abilities and ultimately become more independently learners. The scenario that follows illustrates how a

strategy." Students complete this checklist at the end of the discussion.

**5.3 Deconstructing reflective processes**

*Discussion strategy checklist.*

teacher can help students verbalize their thought processes while engaged in discussion with others.

*Scenario for deconstructing reflective processes*: Mr. Vu is working with his students on strengthening their reflective processes regarding discussions. "Turn to your partner and explain how our self-reflection has strengthened your discussions." Students then share out how it has helped them be aware of what they are doing well and the gaps that they need to strengthen. "Today, I want to demonstrate some things you can do to continue to strengthen your discussion and co-construct your knowledge with your partner. I am going to be partner A and all of you are going to be partner B. (See **Figure9**.) We are going to discuss our article: 'Species at Risk.' The prompt is 'Discuss the reasons the Monarch butterfly has decreased its population. I'll start.'"

Teacher: "One reason that the monarch butterfly population is dropping is due to climate change. Now what can you, partner B, say to me. Joaquin?"

Class (represented by Joaquin): "I could say another reason is pesticides."

Teacher: "That is a correct. You could state another reason. Is there something else partner B could say? Yes, Isabelle."

Class (represented by Isabelle): "I could ask you to elaborate."

Teacher: "Yes, we can discuss climate change more, so we make sure we both understand it before we move on to the next reason. This helps deepens our discussion. So, I will respond to Isabelle. 'I think that weather is always changing. We are having bigger storms and hotter temperatures. The monarch butterfly migrates from Mexico to the upper United States, over 3000 miles.' Now, do you think I should ask you, partner B, a question? ... Yes, now I can say 'What was another reason the monarchs are decreasing?' Yes, Joaquin."

Class (represented by Joaquin): "Pesticides is another reason they are decreasing in numbers."

Teacher: "I don't remember reading that in the article, so I am going to ask Joaquin, 'Can you show me where it says that in the text?'"

Class (represented by Joaquin): "Right here it says, 'These include habitat loss and pesticides.'"

Teacher: "I need to figure this out. The article says habitat loss and pesticides, so I want to see if we can figure out these two things. I am going to ask you,

partner B, a question to help me understand this more. 'What do you think it means by habitat loss?' How can you respond? Georgia."

Class (represented by Georgia): "In science we studied that a habitat is where animals live. So, where the monarchs live is being destroyed or isn't around anymore."

Teacher: "Good job, Georgia. Can you follow up with a question to me?" Class (represented by Georgia): "Do you agree with me?"

Teacher: "That works, Georgia. I can also paraphrase what you just said. 'So, you think that monarchs are decreasing because their habitat has changed.' I am going to check with Georgia to see if I am correct. She is nodding so I am going to add a question. 'So, do you think the pesticides have affected the habitat?'"

Class (represented by Georgia): "Yes. Were there any other reasons mentioned in the article?"

Teacher: "Good job checking to see if we have discussed all the reasons, Georgia. I am going to see if we can summarize the reasons. 'I think that is all of them. Can we summarize what we just discussed?'"

Class (represented by Georgia): "Throughout the discussion we made decisions about how to deepen our understanding through our discussion."

**29**

*Teaching with and for Metacognition in Disciplinary Discussions*

In this scenario, the teacher utilized a model as a way for her students to "see and hear" what a good conversation sounded like. Another strategy we have found to be effective is using a non-model, i.e., a poorly constructed conversation. The teacher provides students with a non-model and asks them to work in pairs to improve it. Initially, the teacher works with the entire class and a projected conversation, asking them first to improve one aspect of the discussion. She then asks them to focus on another aspect of the conversation before increasing the rigor of the task by having

A similar strategy is the fishbowl where 2–4 students sit in the middle of the classroom and engage in a discussion while the remaining students sit in a circle observing them. Based upon what the teacher has observed in previous classroom discussions, she assigns specific things the observers should be looking for while the fishbowl is going on. For example, the teacher might ask different sets of students to listen for certain discussion skills (e.g., clarifying an idea, adding on to an idea, providing evidence for an idea) while others listen for norms of interaction (e.g., looking at the speaker, taking turns, being respectful). When the discussion is over, the teacher and students debrief what students notice during the activity. The teacher uses this opportunity to specifically point out the talk moves students made

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

*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

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

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

them work independently with a partner.

to enrich the discussion.

to her students.

metacognitively."

**5.4 Teaching specific strategies**

**Figure 9.** *Modeling.*

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

*Metacognition in Learning*

tioned in the article?"

anymore."

partner B, a question to help me understand this more. 'What do you think it

animals live. So, where the monarchs live is being destroyed or isn't around

Teacher: "Good job, Georgia. Can you follow up with a question to me?"

Teacher: "Good job checking to see if we have discussed all the reasons, Georgia. I am going to see if we can summarize the reasons. 'I think that is all of

sions about how to deepen our understanding through our discussion."

Class (represented by Georgia): "Throughout the discussion we made deci-

Class (represented by Georgia): "In science we studied that a habitat is where

Teacher: "That works, Georgia. I can also paraphrase what you just said. 'So, you think that monarchs are decreasing because their habitat has changed.' I am going to check with Georgia to see if I am correct. She is nodding so I am going to add a question. 'So, do you think the pesticides have affected the habitat?'" Class (represented by Georgia): "Yes. Were there any other reasons men-

means by habitat loss?' How can you respond? Georgia."

them. Can we summarize what we just discussed?'"

Class (represented by Georgia): "Do you agree with me?"

**28**

**Figure 9.** *Modeling.*

In this scenario, the teacher utilized a model as a way for her students to "see and hear" what a good conversation sounded like. Another strategy we have found to be effective is using a non-model, i.e., a poorly constructed conversation. The teacher provides students with a non-model and asks them to work in pairs to improve it. Initially, the teacher works with the entire class and a projected conversation, asking them first to improve one aspect of the discussion. She then asks them to focus on another aspect of the conversation before increasing the rigor of the task by having them work independently with a partner.

A similar strategy is the fishbowl where 2–4 students sit in the middle of the classroom and engage in a discussion while the remaining students sit in a circle observing them. Based upon what the teacher has observed in previous classroom discussions, she assigns specific things the observers should be looking for while the fishbowl is going on. For example, the teacher might ask different sets of students to listen for certain discussion skills (e.g., clarifying an idea, adding on to an idea, providing evidence for an idea) while others listen for norms of interaction (e.g., looking at the speaker, taking turns, being respectful). When the discussion is over, the teacher and students debrief what students notice during the activity. The teacher uses this opportunity to specifically point out the talk moves students made to enrich the discussion.
