Similar to a KWL chart, this notebook strategy allows students to track their learning as well as activate prior knowledge.

Students need a notebook and set up two pages that they can see at the same time when the notebook is open.  On the first page write Metacognition at the top.  Skip a line and write, “I know that I know something about….Skip a line and write, “First,”  Move to the middle of the page or go to the next page and write, “In addition,”  Go to the middle of the page and write, “Finally,”  Go to the bottom of the page and about two lines from the bottom write, “Now that I know something about….”  This statement will then be followed by three supporting statements and a conclusion that is written as “Now you know something that I know about….”
This is considered a writing strategy as well as a comprehension strategy.

I know that I know something about  ______.
First,
In addition,
Finally,
Now you know something that I know about ______.

See more on Sentence Frames for writing as a companion.

What Is It?
Self-awareness of one’s knowledge stated in terms such as “I know that I know” or “I know that I need to know.”
Slogan: I Know What I Know!

Skills Addressed

• Accessing prior knowledge through conscious awareness
• Searching for new knowledge
• Relating prior knowledge to new knowledge
• Stating what you know, want to know, and need to know in an organized format
• Linking what you know to various subject areas

Prerequisites

• Group and/or class discussion of topic or ideas
• Oral statements by students of what they personally know about a topic
• Taxonomy of words related to topic
• Possible use of KWL (Ogle)
• Skimming and scanning practice of written text

Steps Involved

1. Set up double spread notebooks pages (e.g. pages 8 and 9 facing each other)
2. Write term Metacognition on top of page
3. Skip a line and write, “I know that I know something about…….
4. Skip a line and write, “First,”
5. Move to the middle of the page or go to the next page (facing) and write, “In addition,”
6. Go to the middle of the page and write, “Finally,”
7. Go to the bottom of the page, about two lines from the bottom, and write, “Now”
8. This setup will allow the students to write their first metacognition piece “I know that I know something about…..” This statement will then be followed by three supporting statements and a conclusion (“Now you know something that I know about….”

Related Learning Principles 

• Integration of writing with subject areas increases knowledge
• Comparing prior knowledge with new knowledge brings greater metacognition
• Becoming aware of what one needs to know and how one goes about learning how and what to know is a step in learning how to learn
• Becoming aware of one’s own interests is a springboard for writing

Application

According to Arthur Costa, metacognition is one of the essential characteristics of intelligent behavior that, together with curiosity and wonderment, motivate people to seek additional knowledge. David Perkins expands the concept of metacognition to knowing one’s prior knowledge, recognizing new knowledge, and identifying expected knowledge. The application of metacognition works especially well in developing and building reading comprehension.

Strategy Source: Writing As Learning. Evelyn Rothstein and Gerald Lauber (Skylight Publications, 2000).