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TABLE 6-13: METACOGNITIVE QUESTIONS

Before the task During the task After the task

What is the learning Can I explain what I am What changed in my
outcome? doing? understanding?

What prior knowledge is Where did I become Which error revealed an
required? unsure? important gap?

Do I need a hint or an
What is my first plan? Which strategy worked?
example?

What is the criterion of How would I apply this in a
How do I check this step?
success? new situation?

What did the tool do, and
When will I ask for help? Am I still the one deciding?
what did I do?

✕ Common misconception Correction

Use the tool to ask reflective questions or
Asking the learner for a personal reflection
organize the writing, but the examination
and then generating that reflection with
of one’s own thinking must be the
the tool.
learner’s work; that is where the value lies.

↻ Try it yourself: turn a request into a coaching session
Turn a usual request such as “solve the problem” into a coaching session: ask for a

diagnostic question, then one hint, then a parallel example, then a transfer problem.
Notice at which stage you became able to continue alone.

● Remember: Section summary
• Key idea: Good support is temporary, graduated, and returns responsibility to the

learner.
• Practical decision: Use attempt-first, the least sufficient help, and then a test of
transfer.
• Mistake to avoid: Jumping to the complete solution, or writing the reflection and the
assignment for the learner.

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