What do we think about when we think about thinking?

What are you thinking?

How are you thinking about it?

Are you able to observe the thinking that you do and analyse the efficacy of that thinking?

To put it another way, do you find yourself in a position from which you can critique the processes that underpin your thinking, as well as the ideas, thoughts, and behaviours to which they give rise?

Thinking about thinking, or metacognition, can take us to some conceptually tricky places.

Particularly when we run out of usefully distinguishable words with which to specify the things to which we are referring.

To illustrate the point, notice the potential for ambiguity in the title from above:

• What do we think about when we think about thinking?

Does the repeated use of the word thinking mean we are signifying the same thing twice, or two different things, with their difference implied through the structure of the sentence, set alongside the context of this blog?

While all of this is interesting stuff it may also seem a diversion.

And it is, but only up to a point.

I draw some of the uncertainty and conceptual ambiguity to your attention to highlight that metacognition can be a difficult idea to convey to learners.

Therefore, it is worth deciding in advance how you want to use it in your classroom.

This will save you time later, as you will have already synthesised your understanding of the approach, making communicating with your learners much easier.

The simplest definition is perhaps the most useful.

When we say thinking about thinking, we mean that we want learners to be critical of how they think, the strategies they use to try to solve problems, the decisions they make, and the ideas they seek to use as part of their learning.

How does this connect to the development of growth mindsets, and the idea that learners can see their thinking as open to change?

If we encourage our learners to think about their own thinking, what benefits will this bring in terms of how they think more generally about intelligence, talent, and ability?

There are a couple of answers.

First, if we encourage learners to reflect on, critique, and analyse their thinking then we are sending a clear message that this thinking is open to change.

That it can get better.

And that anyone can improve the quality of their thinking through the actions they take in relation to it.

Encouraging metacognition means encouraging a belief in learners of all ages that they have the power to influence how they learn, how they think and, as a result, the intelligence, talent and ability they possess at any point in time.

Second, getting learners to think about their own thinking means getting them to verbalise, articulate, and focus on the processes they make use of when they are learning.

This helps them to realise that these processes are contingent and open to change – not fixed and eternal.

For example, a learner who, through reflection, comes to understand that their approach to problem-solving in Design and Technology is far less refined than they thought, is also in a position to appreciate that how they think about problems is a part of themselves that is open to change, and that any changes made will impact on what they are able to do.

This draws a powerful link in the learner’s mind between their own agency and the results that follow.

Especially if highlighted by the teacher.

In summary, thinking about thinking helps all learners to become more critical, reflective, and analytical about their own learning.

This, in turn, makes it easier for them to see their abilities as open to change, at the same time as it reinforces the link between individual agency and growth.

With this in mind, let us look at some practical techniques you can use while teaching.

Modelling Thinking

In your classroom, you are the expert.

This expertise extends beyond knowledge and understanding of the curriculum.

It also includes knowledge and understanding of how to think – and how to learn.

Modelling thinking means giving learners access to your expertise.

This is to their benefit.

It provides them with a starting point for changing how they think.

Initially, they will probably copy what you model.

However, over time, they will come to internalise this before making it their own through modification and adaptation.

You can model thinking in different ways.

You will almost certainly do this already, as part of your practice.

Although you might not necessarily conceive of what you are doing as the modelling of thinking (or, for that matter, the promotion of metacognition).

Here are five examples to illustrate what it looks like.

Example 1 – Year 3

In a Year 3 class the teacher is working one-to-one with a learner.

They are looking at a maths problem.

The teacher suggests one way the learner might like to think about the problem.

They model this, talking the learner through what it would look like.

They then supplement this with some concrete modelling by using plastic blocks to show the leaner how this way of thinking translates into action.

Example 2 – Year 6

In a Year 6 class the teacher displays an exemplar piece of writing on the board.

They wrote this in advance of the lesson.

The teacher asks the class to discuss the merits of the piece.

When they have finished, the teacher takes some thoughts from the group.

Next, they start to talk the class through the thinking that underpinned the piece of writing.

The teacher explains the decisions they made, as well as the thought processes that led to the finished product.

Example 3 – KS3 History

In a Key Stage 3 History lesson the teacher wants learners to analyse a set of sources in a particular way.

They model this method for the whole class, using a series of pre-prepared slides to show learners the different steps they need to go through.

The teacher then hands out a crib sheet detailing what the thinking looks like in practice, including a reiteration of the various steps.

Example 4 – GCSE Maths

In a GCSE Maths lesson the teacher introduces learners to a new topic.

The topic requires learners to take a different perspective from what they are used to.

As a result, the teacher begins by displaying a real-world problem, and walking learners through how a trained mathematician would go about trying to solve this.

They then bring this modelling back to the classroom by contextualising it in light of the new topic.

Example 5 – A Level PE

In an A Level PE lesson, the teacher needs learners to start thinking more strategically about their game management.

To do this, they set up a game situation and ask learners to play at half speed.

The teacher then moves between them, narrating the kind of strategic thinking they want to see.

Notice how in each of these examples the same principle applies: the teacher is giving learners access to their thinking.

To their expertise.

This gives them a model to imitate, modify and adapt.

It also highlights the importance of thinking about thinking and sends a clear message that all learners’ thinking is open to change.