Book Review: “Metacognition: Metacognitive Skill Building in the Australian Primary Classroom”

As educators, we are always looking for ways to enhance our students’ learning experiences and empower them to become independent, lifelong learners. “Metacognition: Metacognitive Skill Building in the Australian Primary Classroom” by ThinkPlus is a comprehensive toolkit that equips teachers with the resources and strategies needed to foster metacognitive skills in primary school students.

Diving into the intricacies of self-regulation, cognition, and motivation, this book provides an in-depth understanding of the metacognitive strategies that contribute to effective learning. It acknowledges the importance of self-regulation and motivation, as well as the critical role cognition plays in acquiring knowledge and completing learning tasks. The authors emphasise that all students, regardless of age, background, or achievement level, benefit from the use of metacognitive strategies.

Structured into two sections—Teacher Resources and Student Resources—the book covers a wide range of tools and strategies that can be easily implemented in any classroom setting. Teachers will find planning resources, examples of lesson plans, and metacognitive prompts tailored for junior classrooms. Students, on the other hand, are provided with resources such as a metacognitive skills glossary, self-assessment tools, and activities to enhance their learning process.

One of the key takeaways from this book is its emphasis on the integration of metacognitive strategies in everyday teaching. The authors assert that metacognition develops best when addressed in context, allowing teachers to help students concurrently learn subject matter knowledge, skills, and metacognitive abilities. By scaffolding learning in these areas, teachers can empower students to become more independent learners with enhanced self-regulation and motivation.

The book also highlights the importance of engagement, enabling, and extension in fostering metacognitive strategies. Students who actively participate in their own learning and school communities become more resilient and independent learners. The authors provide practical examples of tools and strategies, such as explicit teaching, modeling thinking, and questioning, to help students internalize and apply metacognitive strategies.

Moreover, “Metacognition: Metacognitive Skill Building in the Australian Primary Classroom” emphasises the connection between metacognition and the Australian Curriculum’s Critical and Creative Thinking capability. This alignment ensures that the toolkit’s resources and strategies are compatible with curriculum expectations, making it an invaluable resource for primary educators.

In conclusion, this book is a must-have for teachers looking to enrich their students’ learning experiences and empower them to take control of their own learning. Its practical approach, evidence-based strategies, and alignment with the Australian Curriculum make it an essential tool for primary educators who want to cultivate metacognitive skills in their students. Don’t miss out on the opportunity to harness the power of metacognition in your classroom—add this remarkable toolkit to your professional library today!

“Metacognition: Metacognitive Skill Building in the Australian Primary Classroom” is available from