Integrating Metacognitive Strategies Through Project Zero’s Thinking Routines to Empower 6th Grade Learners

Abstract

This Final Degree Essay is focused on the use of thinking routines to develop metacognitive competence in 6th grade learners. The main objective was to construct a theoretical framework around the concept of metacognition and thinking routines through deep bibliographic research and then to connect this with a unique didactic proposal entitled “Thinking Step by Step” that aims to apply thinking routines in classroom life by the way of everyday activities in various subject contexts. The theoretical framework examines the concept of metacognition and defines some of its associated terms, as well as expands on the concept of thinking routines, their history and development. The didactic proposal section includes 8 activity sessions designed to give students exposure to basic thinking routines in a variety of subject areas and concludes with an evaluation system for the planned activities, including hetero-, co- and self-evaluation rubrics. This project aims to promote the development of metacognitive abilities in answer to the growing need for independent and critical thinking skills among our students.