1. I systematically model both executive management and strategic knowledge metacognition about teaching, which includes explaining what I am doing (or have done), why and how. Frequently I think out loud so preservice teachers can observe me, as an expert model:
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2. Three basic categories of strategic knowledge metacognition are needed for teachers to effectively remember and use the instructional principles and techniques they have
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3. Two fundamental aspects of metacognition are awareness of and control over one's thinking. Two basic types of metacognition are executive management strategies for planning, monitoring, evaluating and revising one's thinking processes and products, and strategic knowledge about what information and strategies/skills one has (declarative), when and why to use them (contextual/conditional), and how to use them (procedural).
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4. [Self-regulating students tend to evaluate their performance and adjust their strategies] [Since self-assessment is essential and effective for learners, teachers should provide models and opportunities for error analysis and question analysis] Self-regulating students engage in learning activities with specific goals in mind, observe their performance as they work, evaluate progress in attaining their goals and react by continuing or changing their approach as needed, depending upon the value of the task and upon perceived self-efficacy (Schunk 1991). Students who observe and evaluate their performance accurately may react appropriately by keeping and/or changing their study strategies to achieve the goal of maximizing their grade in a course or on a test.
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