ABSTRACT
This chapter illustrates how to model awareness of the learning process through think alouds and how to engage in learning conversations in order to make the learning more explicit. The metacognition or the language of learning, it can be helpful to teach the class something completely new and different, unconnected to other work, so that the focus of the lesson becomes metacognition rather than something specific in maths or history. In the chapter considers some ways to model and make explicit the process of learning and also the think aloud approach by using this approach, the pupils can experience the process of thinking and learning. If the teacher verbalises the thought process this provides a model for pupils to follow. The chapter explores ways to support the child to articulate their reflections and encourage peer learning interactions, and we have explored ways of making how we learn part of everyday classroom practice.
