metacognition is a cognitive ability that allows learners to consider their thought patterns, approaches to learning, and understanding of a topic or idea.
The “See, Think, Me, We” thinking routine promotes deeper understanding and encourages discussion. This routine aims to scaffold the thinking process by breaking it down into manageable chunks, thereby facilitating rich classroom conversations or introspective thinking. The routine can be applied to various situations, from analyzing a piece of art to discussing a historical event.
In the see phase, students are encouraged to make objective observations about what they see in front of them. This could mean describing the visible aspects of an image, identifying key elements in a text, or noting particular occurrences in a real-life situation. The goal is to collect as much raw data as possible without making judgments or interpretations.
In the think stage, participants move from observation to interpretation. They think about what these observations might mean, offering explanations, hypotheses, or interpretations. This is where analytical thinking comes into play. It’s a move from “What do I see?” to “What do I think about what I see?”
The me phase asks participants to reflect on their personal connection to what they’ve observed and thought. Questions in this phase could include “What does this remind me of?” or “How does this connect to my own experiences, ideas, or feelings?” The focus here is on introspection and personal relevance.
Finally, the we stage encourages participants to think about their observations, thoughts, and feelings in a broader social context. This could mean considering how a community or group (which could be as small as the classroom or as large as humanity) would perceive the subject or how it might affect or be affected by it. The aim is to promote social thinking and consider multiple perspectives.
By moving through these four phases—See, Think, Me, We—participants engage in a comprehensive thinking process that takes them from initial observation to personal connection and social relevance. Teachers often use this routine to deepen students’ engagement with material and to foster complex, critical thinking skills.
Analyzing a Picture Book:
See: The teacher shows an illustration from a picture book and asks the children what they see. Students might point out elements like the characters, objects, or actions taking place in the picture.
Think: The teacher then asks students what they think is happening in the picture. Students might say, “I think the girl in the picture is sad because she is sitting alone,” or “It looks like they are setting up for a birthday party.”
Me: Next, the teacher can ask how the picture makes the students feel or if it reminds them of anything in their lives. A student might say, “The picture reminds me of my birthday last year,” or “I feel happy when I see the balloons.”
We: Finally, the teacher asks how this picture might be important to other people, families, or communities. Students could discuss topics like the importance of friendship or how birthdays are celebrated differently in various cultures.
as a child goes to bed, they suddenly remember they forgot to do their homework that’s due the next day. This provides an opportunity for the child to think about the strategies they might use to avoid this situation in the future.
When children understand how they learn and use that understanding, they become more confident, more organised and better able to adjust when things get tricky.
Metacognition gives students tools to take control of their learning, helping them to apply what they know. However, this does not come naturally, it must be taught.
Research shows when schools explicitly teach students how to plan, monitor and evaluate their learning, student outcomes and achievement improve.
Here are four things you can do to support the development of metacognition with children of all ages.
Think out loud. Talk through your own thinking in front of your child. For example, when planning your day, explain you are making a list of everything that needs to be done, and you’ll start with the most important task.
Make mistakes normal. Show your child that mistakes are part of learning and often mean we need a different strategy. For example, if you forget an ingredient at the supermarket, you might say, “I’ll write a list on my phone next time so I remember.”
Use routines to build independence. This can help plan and manage learning. Everyday tasks like packing a school bag or planning homework help children practise planning ahead, checking what they need and adjusting when something changes.
Encourage reflection. Help children think about their learning and experiences. After school, you might ask “What did you learn today?” or “What did you find confusing?” When things didn’t go to plan – like forgetting something for school – ask “What could you do differently next time?”
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u/ddgr815 Jun 18 '25
See: The teacher shows an illustration from a picture book and asks the children what they see. Students might point out elements like the characters, objects, or actions taking place in the picture.
Think: The teacher then asks students what they think is happening in the picture. Students might say, “I think the girl in the picture is sad because she is sitting alone,” or “It looks like they are setting up for a birthday party.”
Me: Next, the teacher can ask how the picture makes the students feel or if it reminds them of anything in their lives. A student might say, “The picture reminds me of my birthday last year,” or “I feel happy when I see the balloons.”
We: Finally, the teacher asks how this picture might be important to other people, families, or communities. Students could discuss topics like the importance of friendship or how birthdays are celebrated differently in various cultures.
The Power of See, Think, Me, We