Metatalk Moves

This week I would like to share a very recent SoTL article describing updates on the advantages of creating metacognitive opportunities in higher ed learning environments. The article is entitled, “Describing educators’ metatalk moves enacted for teaching how to teach concepts” by Yilmaz and Somayyeh (Dec 23, 2023) [note: this open access journal offers text to voice on specific passages].

As a reminder, metacognition involves two primary cognitive processes: knowledge and control. Metacognitive knowledge entails understanding one’s cognitive processes and factors influencing learning, such as strategies, task requirements, strengths and weaknesses. Metacognitive control involves actively monitoring and regulating cognitive processes, including planning and evaluating learning strategies (Thomas, et al., 2022). Closely linked to self-regulated learning, metacognition empowers students to manage their learning processes. Metacognition enhances conceptual application, higher-order thinking, and science process skills (Zohar & Ben-Ari, 2022).

The authors remind us that metacognition improves learning outcomes and academic success (Dennis & Somerville, 2022). Studies suggest that well-designed in-class activities enhance students’ metacognitive processing (Li & Yuan, 2022). Metacognitive students are better equipped to employ effective learning strategies. Engaging in metacognitive discussions about learning enhances strategies like self-explanation, summarization, and concept mapping, which promote application and retention (Rivas, Saiz, & Ossa, 2022). These discussions encourage students to consider multiple perspectives and evaluate their reasoning.

The study analyzed talk moves used by educators to stimulate metacognitive thinking among students. The research delved into 22 teachers, scrutinizing 36 in-class teaching sessions totaling 4536 minutes using a multiple case study approach. The study revealed that participants employed 24 distinct types of moves organized around eight overarching themes:

1. Framing

2. Wrapping up

3. Consistent and contingent thinking

4. Monitoring cognition

5. Apparent and elicited oral communication

6. Transferring understanding

7. Experiencing, legitimating, and

8. Justifying thinking and reasoning

Chances are that many of you are using these strategies already, perhaps embedded with an active learning strategy that facilitates metacognitive reflection.

References

Yilmaz, S., & Somayyeh, S. (2023) Describing teacher educators’ meta-talk moves enacted for teaching how to teach concepts, Education Inquiry, DOI: 10.1080/20004508.2023.2299055