ABSTRACT
This chapter intends to be a practical tool for teachers seeking to use a metacognitive approach. It explains how metacognition can be introduced and embedded into learning in the lower junior classroom, but strategies could be adapted for any age. There is a reminder of some of the benefits of introducing this approach. The importance of embedding a metacognitive approach within a positive learning environment. Case Studies considers how to create a shared understanding of the good learner. There is emphasis on the need for learners to be aware that they need to have ownership of their learning. The chapter seeks to show some of the ways in which a focus on thinking about learning can be put in place during lessons and as part of the culture and ethos of the classroom. This might involve a discussion at the beginning of the year on what a good learner.
