Mini-lesson: Thinking about Thinking (Metacognition)
Objective: Students Will Be Able To identify their Thinking about Thinking
(Metacognition) compared to in-depth thinking
Lesson Cycle
Do Now
● Bell work: When was the last time you thought
about your own thought process? Think of the
last assessment you took, what were your first
thoughts? What do you think about when you
receive a low-test score?
● Play video on metacognition: Metacognition-
Mathias Chiung
Introduction to new material
● Define Metacognition: Awareness and
understanding of one's own thought process
● Give students examples of what Metacognition
looks like when in-depth thinking is practiced.
Have students write down notes of examples
○ Assessing information with different
perspectives in mind, reflecting on how
it made you feel, reflect on how your
reactions are on a fixed or growth
mindset, etc.
Guided Practice
● Think-pair-share with a partner or individually
○ What are some questions that can
guide metacognition in class?
○ What are some questions that can
guide metacognition in our personal
goals?
Independent Practice
● Prompt: How did I feel about this exercise?
What is one thing I wish Mr. U knew about me
today? How did I measure my own success in
this activity?
Closing (exit Ticket)
● What is Metacognition?
● What is one example of in-depth metacognition
in class? Outside of class?
Notes
For 12 minutes, teacher will facilitate
students into identifying their current
depth of thinking
For 20 minutes, students will guess
on their own examples, and then will
follow teacher to write down class
examples. Teachers will then ask
students to share their bellwork and
weave their experiences and
reflections into this portion of the
lesson.
For 15 minutes, students will work
with partners (or individually) to
complete this portion. Teacher and
assistant will work with challenged
students to guide their ideas into
written expression (answer in full
sentence, stay on task)
Teacher will monitor students as
they silently and independently
answer the prompt. This is a 6
minute exercise.
Allow students the remaining 10
minutes of class to answer the daily
exit ticket