1. [Teachers must activate/develop student metacognition] Teaching metacognitively involves teaching with and for metacognition. Teaching metacognitively involves teaching with and for metacognition. Teaching with metacognition means teachers think about their own thinking regarding instuctional goals, teaching strategies, sequence, materials, students' characteristics and needs, and other issues related to curriculum, instruction and assessment before, during and after lessons in order to maximize their instructional effectiveness. Teaching for metacognition means teachers think about how their instruction will activate and develop their students' metacognition, or thinking about their own thinking as learners.
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2. Consequently teachers should plan lessons with explicit emphasis on problem solving, verbalization of thinking strategies, use of discussion and modeling techniques. The Madeline Hunter approach to effective teaching is based on teachers considering several factors when planning a lesson. They include: objectives, standards, anticipatory set, teaching (input, modeling, and comprehension monitoring), guided practice, closure and independent practice (Wolfe, 1987). Teachers need to be taught to plan lessons because research indicates that often teachers plan based on their own, unconscious implicit theories rather than the "rational model" provided in their teacher education programs (Clark and Yinger, 1978). Another reason to help teachers think about how they plan lessons is that planning lessons in advance helps teachers feel more secure about conducting a lesson and helps them anticipate problems that might arise and how to overcome them (Haigh, 1981).
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3. [Teachers sometimes may need to adapt, select, or shape their teaching methods to suit their students' needs] Teachers often teach the way they were taught rather than consider the advantages and disadvantages of alternative approaches and how to use them most effectively.
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4. [Teachers need metacognition before, during and after a lesson] Teachers need to self-regulate their instruction before, during and after conducting lessons in order to maximize their effectiveness with students.
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5. [Teaching metacognitively improves classroom communication and facilitates effective academic performance] Teaching metacognitively can improve classroom communication and facilitate effective academic performance.
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6. [self-evaluation develops effective teaching] The Thinking About College Teaching (TACT) is intended to stimulate teachers "thinking about their executive management of teaching. The TACT focus on planning processes includes: establishing learning objectives, considering students" prior knowledge and experience, reflecting on and evaluating alternative approaches to teaching, selecting and sequencing instructional activities, budgeting time, deciding how to represent material to be learned, and anticipating student questions and problems.
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