Description
How do students learn to recognize when a strategy is working—or when it's time to adjust? What if reflection, goal setting, and self-monitoring were embedded into everyday instruction instead of added on at the end? Metacognition is a key driver of student ownership and deeper learning, yet many learners are never explicitly taught how to think about their thinking. Research shows that students who regularly engage in metacognitive practices demonstrate stronger problem-solving skills, improved academic performance, and greater independence across content areas. In this engaging workshop, Lauren Boucher breaks down metacognition into clear, observable behaviors across grade levels, connecting them to the development of a strong learner mindset. Participants will explore practical routines that support goal setting, self-monitoring, reflection, and strategy adjustment without increasing grading or prep time. The session also highlights simple, tech-supported tools that help make student thinking visible while fostering meaningful feedback and reflection.
Objectives
Identify key components of metacognition, including goal setting, self-monitoring, and reflection. Explain how metacognitive practices support learner mindset and academic growth. Implement classroom routines that promote student reflection and strategy adjustment. Examine student behaviors to determine levels of metacognitive engagement. Assess the effectiveness of metacognitive strategies in supporting student ownership of learning. Design lesson structures that intentionally embed metacognitive practices into daily instruction.
