CW Magazine-Winter Edition November 2014 | Page 46

Metacognition
Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential component: Commitment to the success of all students and to improving
the quality of instruction.
M etac o gniti o n
Exemplary proficiency
Ideal Implementation

Essential Function

1

2

3

4

5

Promoting a
metacognitive
environment

Teaching students
to become
metacognitive

Cueing
metacognition
before learning

Cueing
metacognition
during learning

Cueing
metacognition
after learning

When presenting students with a challenging task or skill the teacher
always promotes a metacognitive environment by talking about her
thinking and learning and thinking and learning in general.

When presenting students with a challenging task or skill the teacher
models metacognitive practices before, during, and after learning.
(Includes teaching and modeling thinking and reflection before, during,
and after tasks, units, etc.)
When presenting students with a challenging task or skill the teacher
always provides opportunity for students to think about the best way
to approach the task or accomplish the learning target and connect to
prior experiences.
Teacher uses cues with questions such as: “What are you trying to
accomplish? What skills do you need to complete the task? How is the
task like other tasks you have completed? What are you options and
alternative approaches?”
When presenting students with a challenging task or skill the teacher
always provides opportunity for students to monitor progress in
relation to learning target and success criteria.
Teacher uses cues with questions such as: “What skills do I still need to
develop? How close am I to my goal? What strategies am I using? Are
the strategies I am using helping me meet my goals? Are there other
approaches that might help me reach the target?”

When presenting students with a challenging task or skill the teacher
always provides students opportunity to determine if learning target
was met and reflect on what went well what did not go well and what
to do differently next time.
Teacher uses cues with questions such as: “How has my thinking changed
as I have gathered more information? How well did my choices work?
Do I need to go back and re-read, re-do, or re-think anything?”

*Evidence: Fidelity Checklist, Student Data

Proficient

When presenting students with a
challenging task or skill the
teacher routinely promotes a
metacognitive environment by
talking about her thinking and
learning and thinking and
learning in general.

When presenting students with a
challenging task or skill the
teacher routinely models
metacognitive practices before,
during, and after learning.

When presenting students with a
challenging task or skill the
teacher routinely provides
opportunity for students to think
about best way to approach the
task or accomplish the learning
target and connect to prior
experiences.

When presenting students with a
challenging task or skill the
teacher routinely provides
opportunity for students to
monitor progress in relation to
learning target and success
criteria.

When presenting students with a
challenging task or skill the
teacher routinely provides
students opportunity to determine
if learning target was met and
reflect on what went well what
did not go well and what to do
differently next time.