Do you want lessons that stick? Using a metacognitive writing strategy is a powerful way to develop critical thinking and improve retention of learning.
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Imagine walking into a classroom with heads bent over papers and journals as students are using the writing strategy of reflecting about a lesson they just finished. One student pauses, pencil poised, then taps their paper and begins writing again. Another student is drawing arrows and diagrams with captions. A third is flipping back to a paper to read parts of it, then writing again.
What’s happening here?
It may be a classroom in which students use a specific metacognitive writing strategy to deepen and retain their learning. It’s what I call a sticky lesson.
Before we dive into the specifics of the metacognitive writing strategy that makes a lesson sticky, let’s define the meaning of metacognition.
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What is the Meaning of Metacognition?
Metacognition has been defined by developmental psychologist John Flavell as “thinking about thinking.” Piaget and Vygotsky also referenced metacognition in their works about learning.
When students are able to think about their learning, they’re engaging in metacognition. They consider their best learning styles or modalities, they consider what strategies work for them, and they reflect on what they’ve learned.
For example, many people are visual learners and like to follow a video or graphic representation of material. Others prefer reading a text. Some use the TPR or total physical response to learning. In the movie Akeelah and the Bee, Akeelah used TPR to remember long and difficult spelling lists.
When a person understands how they learn and what strategies work, they are practicing metacognition. Once they understand how they learn, they can control their learning and choose what works for them.
Components of Metacognition
There are three major components of metacognition:
- Planning
- Monitoring
- Evaluating
Let’s take a look at a very simple example of these three parts of the metacognitive process in action.
A student has an assignment to read a 100 page book in ten days.
- Planning: They divide the pages in the book by the number of days. Now they know they must read at least ten pages a day.
- Monitoring: Each day they record the number of pages they read. Some students track it on a bookmark, a sticky note, or in a reading journal. If they fall behind on their daily goal, they can read a little more the next day to stay on track.
- Evaluating: Did they stay on track and finish the book on time? Did they understand what they read? Can they give a summary of the book and its main points? Is there anything they need to go back and revisit or ask for clarification?
A Short Writing Strategy to Teach Metacognition
Students can reflect on what they learned using something as simple as a 3-2-1 recording sheet.
In this exit slip writing strategy, students write:
- Three things they learned
- Two things they found interesting, surprising, or want to learn more about
- One question they still have, or one way they’ll use this information
In this short strategy, students are reflecting on what they learned and they’re identifying if there are areas that need more study.
A Longer Writing Strategy for Metacognition
This longer method can be in a digital or paper journal, or an extra page for recording thoughts at the end of a lesson. It should be structured with three sections so students can stay focused in their reflections. As with any lesson, teachers should model the metacognitive writing strategy several times and have classroom discussions about it. This way students can move into this phase of their work with confidence.
- Reflections: In this section, students write similar to the 3-2-1 strategy, but can go into more detail. What part of the lesson did they enjoy, what things are still confusing, and would they be able to teach this concept to a classmate?
- Evaluation: Students can note here what study strategies worked best for them. If they took notes in a specific way, or used a specific graphic organizer, how well did it serve their learning? Is there anything they need to change?
- Planning: In this section, students can set goals for future learning. What can they use from the evaluation section to improve their learning next time?
How Metacognition Strategies Help Learners
Deepens Understanding
When students reflect on what they’ve learned, it deepens their understanding. If they are directed to write their reflections as if they’re explaining it to another person, they’re forced to organize their thoughts and present them with clarity.
This step is priceless for developing good communication skills. Students must consider their audience, and tailor the writing to that audience.
Improves Retention of Learning
If you want sticky lessons, or “learning that sticks”, having students write about what they’ve learned is one of the best ways to build retention. It forces them to engage with the lesson, recall, and explain the main points, and evaluate their own thoughts about their learning.
Improves Problem Solving and Critical Thinking
By reflecting on learning, students are building their powerful problem solving and critical thinking muscles. They can develop creativity and flexibility in their pathway to solutions, because they’ve already reflected on what works well and what doesn’t.
Improves Academic Performance
Students who know how they learn and are aware of what works for them can improve their academic performance by using the strategies that work.
Creates Independent Learners
The joy of lifelong learning comes in part by knowing how to go about learning. I know of a person whose adolescent son decides what new thing he wants to learn and then he dives in following his own processes. He uses the resources that work best for him, sometimes videos, sometimes hands-on experimentation. His metacognitive skills have made him a lifelong learner at an early age.
Conclusion of Using a Metacognitive Writing Strategy
In summary, metacognition is the self-awareness of how we as individuals learn. It’s “thinking about thinking”, in the words of John Flavell.
To encourage students to develop metacognition, you can have them use the writing strategy of reflecting on the lesson, evaluating their own learning, and planning for future learning.
This can be done with a highly structured 3-2-1 exit slip strategy in primary grades, and can advance to a scaffolded reflection sheet in upper grades.
The benefits are improved engagement and retention of learning, better academic performance, better communication skills, and the thing all teachers want even more than sticky lessons:
Creating Lifelong Learners.
Want to read more about metacognition and writing?
Making Metacognition Part of Student Writing
