thinking aloud definition in education

Think-Alouds

Effective teachers think out loud on a regular basis

Download for free.

What Are Think-Alouds?

Think-alouds are a strategy in which students verbalize their thoughts while reading or answering questions. By saying what they're thinking, students can externalize and process their thoughts.

Effective teachers think out loud regularly to model this process for students. In this way, they demonstrate practical ways of approaching difficult problems while bringing to the surface the complex thinking processes that underlie reading comprehension, problem solving, and other cognitively demanding tasks.

Why Use Think-Alouds?

Key takeaways:

• The think-aloud strategy is used to model comprehension processes such as making predictions, creating images, and linking information to prior knowledge.
• Teachers model expert problem-solving by verbalizing their thought processes, aiding students in developing their own problem-solving skills, and fostering independent learning.
• Teachers can assess students' strengths and weaknesses by listening to their verbalized thoughts.
• Getting students into the habit of thinking out loud enriches classroom discourse and gives teachers an important assessment and diagnostic tool.
• Research has demonstrated that the think-aloud strategy is effective for fostering comprehension skills from an early age.

Summary of the research

Think-alouds, where teachers vocalize their problem-solving process, serve as a model for students to develop their inner dialogue, a critical tool in problem-solving (Tinzmann et al. 1990). This interactive approach fosters reflective, metacognitive, independent learning. It helps students understand that learning requires effort and often involves difficulty, assuring them they are not alone in navigating problem-solving processes (Tinzmann et al. 1990).

Think-alouds are used to model comprehension processes such as making predictions, creating images, linking information in text with  prior knowledge , monitoring comprehension, and overcoming problems with word recognition or comprehension (Gunning 1996).

By listening in as students think aloud, teachers can diagnose students' strengths and weaknesses. "When teachers use assessment techniques such as observations, conversations and interviews with students, or interactive journals, students are likely to learn through the process of articulating their ideas and answering the teacher's questions" (National Council of Teachers of Mathematics 2000).

Research into the impact of using the think-aloud strategy to enhance reading comprehension of science concepts found that implementing think-alouds as a during-reading activity significantly improved the comprehension of science concepts in Kindergarten students (Ortleib & Norris, 2012). This finding underscores the effectiveness of the think-aloud strategy in fostering comprehension skills from an early age.

How To Use Think-Alouds

Think-alouds are versatile teaching tools that can be applied in various ways. For instance, in math, teachers can model the strategy by vocalizing their problem-solving process as they work through a problem. In reading, the think-aloud strategy enhances comprehension by allowing students to actively engage with the text, verbalizing their thought processes, questions, and connections.

Another approach is the use of reciprocal think-alouds, which fosters collaboration and helps students understand different ways of thinking. Think-alouds can also be used as an assessment tool to pinpoint individual student needs, shaping instruction to better suit each learner.

Think-alouds can be used in a number of ways across different subject areas, including:

• Reading/English: The think-aloud process can be used during all stages of reading, from accessing prior knowledge and making predictions to understanding text structure and supporting opinions.
• Writing: Think-alouds can be used to model the writing process, including pre-writing strategies, drafting, revision, and editing.
• Math: Use think-alouds to model the use of new math processes or strategies, and assess student understanding.
• Social Studies: During discussions on complex topics, have students use think-alouds to explain their reasoning and opinions.
• Science: Think-alouds can be used to model the scientific inquiry process, and students can reflect on this process in their journals or learning logs.

Modeling Thinking-Alouds

Modeling think-alouds is a method where a teacher vocalizes their problem-solving process, serving as a guide for students. This strategy allows learners to see the internal mechanisms of problem-solving, demonstrating that learning is an active process. It helps students develop their metacognitive skills, promoting independent learning.

What does this look like in the classroom?

Before proceeding with the actual think-aloud, first, explain the concept and its significance. For instance, "Today, we're going to use the think-aloud strategy as we work through this problem. The think-aloud strategy helps us to vocalize our inner thoughts and reasoning as we solve a problem. It's a useful tool because it allows us to better understand our own thought processes and identify areas where we might be struggling."

Modeling the Think-Aloud Strategy for Math

The think-aloud strategy is instrumental in developing problem-solving skills as it promotes metacognition, enabling students to understand and evaluate their thought processes while tackling a problem.

For example, suppose during math class you'd like students to estimate the number of pencils in a school. Introduce the strategy by saying, "The strategy I am going to use today is estimation. We use it to . . . It is useful because . . . When we estimate, we . . ."

Next say, "I am going to think aloud as I estimate the number of pencils in our school. I want you to listen and jot down my ideas and actions." Then, think aloud as you perform the task.

Your think-aloud might go something like this:

"Hmmmmmm. So, let me start by estimating the number of students in the building. Let's see. There are 5 grades; first grade, second grade, third grade, fourth grade, fifth grade, plus kindergarten. So, that makes 6 grades because 5 plus 1 equals 6. And there are 2 classes at each grade level, right? So, that makes 12 classes in all because 6 times 2 is 12. Okay, now I have to figure out how many students in all. Well, how many in this class? [Counts.] Fifteen, right? Okay, I'm going to assume that 15 is average. So, if there are 12 classes with 15 students in each class, that makes, let's see, if it were 10 classes it would be 150 because 10 times 15 is 150. Then 2 more classes would be 2 times 15, and 2 times 15 is 30, so I add 30 to 150 and get 180. So, there are about 180 students in the school. I also have to add 12 to 180 because the school has 12 teachers, and teachers use pencils, too. So that is 192 people with pencils."

Continue in this way.

Modeling the Think-Aloud Strategy for Reading

The think-aloud strategy enhances reading comprehension by promoting metacognitive understanding of the reading process. It allows students to actively engage with the text, verbalizing their thought processes, questions, and connections, which leads to deeper understanding and retention of material.

When reading aloud, you can stop from time to time and orally complete sentences like these:

• So far, I've learned...
• This made me think of...
• That didn't make sense.
• I think ___ will happen next.
• I reread that part because...
• I was confused by...
• I think the most important part was...
• That is interesting because...
• I wonder why...
• I just thought of...

More Ways to Model Think-Alouds

Another option is to video the part of a lesson that models thinking aloud. Students can watch the video and figure out what the teacher did and why. Stop the video periodically to discuss what they notice, what strategies were tried, and why, and whether they worked. As students discuss the process, jot down any important observations.

Once students are familiar with the strategy, include them in a think-aloud process. For example:

Teacher: "For science class, we need to figure out how much snow is going to fall this year. How can we do that?"

Student: "We could estimate."

Teacher: "That sounds like it might work. How do we start? What do we do next? How do we know if our estimate is close? How do we check it?"

In schools where teachers work collaboratively in grade-level teams or learning communities, teachers can plan and rehearse using the think-aloud strategy with a partner before introducing it to students. It is often more effective when the whole school focuses on the same strategy and approaches to integrate it into learning.

Reciprocal Think-Alouds

In reciprocal think-alouds, students are paired with a partner. Students take turns thinking aloud as they read a difficult text, form a  hypothesis in science , or compare opposing points of view in  social studies . While the first student thinks aloud, the second student listens and records what the first student says. Then students change roles so each partner can think aloud and observe the process. Next, students reflect on the process together, sharing what they tried and discussing what worked well for them and what didn't. As they write about their findings, they can start a mutual learning log that they refer back to.

Think-Alouds as an Assessment Tool

After students are comfortable with the think-aloud process you can use it as an assessment tool. As students think out loud through a problem-solving process, such as reflecting on the steps used to solve a problem in math, write what they say. This allows you to observe the strategies students use. Analyzing the results will allow to pinpoint the individual student's needs and provide appropriate instruction.

Assign a task, such as solving a specific problem or reading a passage of text. Introduce the task to students by saying, "I want you to think aloud as you complete the task: say everything that is going on in your mind." As students complete the task, listen carefully and write down what students say. It may be helpful to use a tape recorder. If students forget to think aloud, ask open-ended questions: "What are you thinking now?" and "Why do you think that?"

After the think-alouds, informally interview students to clarify any confusion that might have arisen during the think-aloud. For example, "When you were thinking aloud, you said . . . Can you explain what you meant?"

Lastly, use a  rubric  as an aid to analyze each student's think-aloud, and use the results to shape instruction.

For state-mandated tests, determine if students need to think aloud during the actual testing situation. When people are asked to solve difficult problems or to perform difficult tasks, inner speech goes external (Tinzmann et al. 1990). When faced with a problem-solving situation, some students need to think aloud. For these students, if the state testing protocol permits it, arrange for testing situations that allow students to use think-alouds. This will give a more complete picture of what these students can do as independent learners.

See the research that supports this strategy

Tinzmann, M B. et. al. (1996) What Is the Collaborative Classroom? Journal: NCREL. Oak Brook.

Gunning, Thomas G. (1996). Creating Reading Instruction for All Children. Chapter 6, 192-236.

The National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc .

Wilhelm, J. D. (2001). Improving Comprehension with Think-Aloud Strategies. New York: Scholastic Inc.

Ortlieb, E., & Norris, M. (2012). Using the Think-Aloud Strategy to Bolster Reading Comprehension of Science Concepts. Current Issues in Education , 15 (1)

Featured High School Resources

Related Resources

About the author

TeacherVision Editorial Staff

The TeacherVision editorial team is comprised of teachers, experts, and content professionals dedicated to bringing you the most accurate and relevant information in the teaching space.

Cookies help us to give you the best experience on our website. You can change your cookie settings if you wish. Otherwise we'll assume you're OK to continue. OK See our policy

May 23, 2019, by Rupert Knight

Modelling: some thoughts on thinking aloud

In this post, Rupert Knight reflects on the value of modelling as a ‘core practice’ and the live, thinking aloud component of this in particular.

In every teacher’s repertoire, there are a number of specific pedagogical practices that are fundamental to almost any subject taught.  They might include, for example, explaining a new concept or managing a whole-class discussion.  These powerful tools, each of which depends on the honing of skills over time, have sometimes been termed core, or high-leverage practices, as seen in the work of this group of US teacher educators .

One such practice is teacher modelling.

Modelling, as an instructional strategy, builds on the work of Wood, Bruner and Ross on the scaffolding of learning by a teacher or ‘tutor’.  An underpinning idea is that of contingent, or flexible, support and a transfer of responsibility from teacher to pupil.  These are points later taken up in a more structured form in the idea of ‘gradual release’, as seen in this article by Douglas Fisher .  The first part of this process of transfer (I do it; we do it; you do it together; you do it alone) may be a brief episode of teacher modelling. Modelling is a strategy owing much to the social learning theory of Albert Bandura , which emphasises the power of learning from influential examples, rather than unguided actions.  Modelling has received renewed attention recently due to the interest in the limitations of working memory: influential articles, such as this much-cited paper by Kirschner, Sweller and Clark , point to the need to minimise extraneous cognitive load and argue for the power of the worked example.

At this point, it is worth considering what it is that a teacher might be modelling.  For example, it could be one or more of the following:

Specific tasks or procedures to be completed;

Ways of thinking or regulating one’s learning;, other attributes of a good learner (e.g. collaboration or resourcefulness)..

In doing this, much of the skill and judgment lies in things like the choice of examples, clarity over the main teaching points, the likely misconceptions to be encountered and the language used.  Plenty of sources offer advice on this, including this recent article in the TES and the University of Cambridge’s ORBIT site.

Modelling potentially involves a variety of teacher moves, such as the demonstration of key processes.  In lessons that I observe, effective modelling is often evident, but I am frequently struck by the relative scarcity of one component: thinking aloud , or what we might refer to as metacognitive modelling.

One of Bandura’s key insights was that simple exposure to a good example (or model) is insufficient.  The learner needs to be directed to notice its essential features.  This is where the articulation of expert thinking, so often left tacit, can be made explicit to pupils.  The case for this is made strongly in the Education Endowment Foundation’s 2018 guidance report based on evidence around metacognition .  Showing how a teacher gets started on, self-monitors and evaluates a problem-solving process, for example, can be immensely valuable.  Doing so live offers a glimpse of thinking at work in real-time.  This form of modelling often goes beyond the successful completion of a single specific task, or the straightforward worked example, and allows learners to experience features of a process such as:

Interpreting instructions or given information;

Relating a particular task to relevant prior experiences;, planning an appropriate resolving this uncertainty;, reasoning and making decisions;, considering alternative perspectives;, involving other people or drawing on relevant resources;, managing possible pitfalls and self-monitoring to minimise them;, concluding, checking and publicly presenting a task..

These ‘think alouds’ are a long-standing feature of the teaching of reading comprehension, as teachers model their response to a text and are embedded as part of the transfer of responsibility in approaches such as Reciprocal Teaching .  While I am arguing for their more widespread use across the curriculum, I don’t mean this in a formulaic way, or at the expense of pupil interaction, but as a distinct strategy, used discerningly for maximum impact.

To take a specific example, let’s consider calculating the area of a compound shape.

I might begin by modelling some generic ‘entry’ strategies.  Firstly, I wonder aloud what I already know about calculating area – perhaps pre-empting a likely misconception by clarifying for myself the difference between this and perimeter. I notice the way this resembles two rectangles –shapes I’ve encountered before in an area context. I then become ‘stuck’, due to the missing numbers, but ask myself, “Is there anything here that can help me find the missing information?”, enabling me to derive these values.  As I continue to work through the problem, I articulate my decision-making about the process, including attempts to work systematically: “I’m going to draw a line here to show how to divide this up…there’s more than one way, so does that matter?” or “I need to write down the measurements of each rectangle so that I don’t miss anything out.” Having monitored my progress through the task, I finish by acting out a common error and initially give my answer in centimetres.  This provides an opportunity for modelling a final check: “So, my answer is 29cm.  That doesn’t look quite right.  Let’s take a look back at the question…ah, area.  I need cm squared.” All of this has the tone of dialogue, through the consideration of alternatives, but the only voice has been mine.

So why don’t we see more of this powerful teaching tool?

Perhaps we need to acknowledge that this is a challenging strategy to enact, particularly for the novice and to consider ways to overcome common fears:

Isn’t talking aloud and acting out our internalised thought processes in this exaggerated way a strange, somewhat counter-intuitive thing to do? Try think of this, like much of teaching, as just another form of getting into role. Perhaps it would help sometimes to do this as a double-act with another adult prompting you with ‘naïve’ questions?

Doesn’t live modelling like this require a step away from the safety net of pre-prepared slides and resources, into a scary world of apparently spontaneous presentation and real-time scribing only on the surface: this can be every bit as prepared as any other part of a lesson.  this is a teacher-led, rather than shared, process so you retain control over where it goes., could articulating a coherent thought process as you demonstrate a task, live and in the moment, be potentially exposing in subject knowledge terms once again, you have pre-planned this performance and, in any case, modelling potential errors and a process of checking (e.g. looking in the dictionary or at a times tables chart) is all part of the learning., won’t teacher-led modelling and thinking aloud feel uncomfortably like a dreary monologue and be insufficiently engaging – with all the behavioural challenges that may bring  this is only intended a brief episode in an otherwise interactive lesson.  one of the features to incorporate may be the consideration of different perspectives (whether voiced by another adult or yourself) so this need not be a one dimensional, linear walk-through.  see the concept of a dialogic stance in a previous post in this series ..

I hope you feel inspired to bring even more thinking aloud into your modelling practice and it would be great to hear of your experiences of this.

• Share on Facebook
• Share on Twitter
• Share on Google+
• Share on LinkedIn

Previous Post

No comments yet, fill out a comment to be the first

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Subscribe by email

About this blog, useful links.

• Schools Partnership Gateway
• Course Information
• current issues
• professional development
• Uncategorized

Recent Posts

• Getting them out there: the importance of fieldwork in Geography and getting students in the zone to notice
• PE is just playing sport…right?
• Is it possible to abolish primary homework? A view from Norway
• Social Justice, Anti-racism, and Decolonisation: what place do they have in Teacher Education?
• How can we support male primary teachers?

Mind by Design

How the thinking aloud strategy works | Guide to Implementation

The thinking aloud strategy is a form of self-directed metacognition. It is a technique that encourages learners to monitor and evaluate their own thinking as they complete an activity or solve a problem. The thinking aloud strategy can produce benefits such as improved metacognitive skills; enhanced understanding of the task at hand; better recall and organisation of information; enhanced motivation to undertake tasks that learners may otherwise find difficult, tedious, or boring. It is also known as Metacognition in Practice (MPIP) and Process Metacognition (PM).

For the thinking aloud strategy to be effective, learners need to be aware of their own thinking so that they can analyse their own performance. This includes recognising the elements of a problem, selecting how best to approach it, taking time to consider alternative options, and evaluating how well they have achieved their goal.

Why the thinking aloud strategy is important

This strategy is important because it can provide learners with a powerful tool for improving their self-directed learning and self-regulation.

Self-directed learning is the process by which learners plan, prepare, and practise to learn new knowledge relevant to their course of study. It involves planning and organising lessons, preparing goals to work towards, practising strategies to support learning, and monitoring progress through monitoring one’s own performance. It is about having the internal motivation to acquire knowledge in a way that is most suitable for students’ needs.

Self-regulation is the process of managing cognitive demand. It is important to be able to regulate one’s own thinking and behaviour so that it is effective and appropriate in terms of goals and tasks . Self-regulation includes activating relevant knowledge, monitoring one’s own performance, and regulating one’s emotions, motivations, attention, and strategies when working towards goals. The thinking aloud strategy is an effective way to encourage learners to monitor and evaluate their own performance in the process of self-directed learning.

The thinking aloud strategy also encourages learners to gain a better understanding of their own cognitive processes and how they work. By monitoring what they are doing they can identify why they may have problems when completing a task, and what needs to be changed if improvements are required.

How the thinking aloud strategy works

The thinking aloud strategy is a form of self-directed metacognition. This means that learners monitor and evaluate their own performance as they complete an activity or solve a problem. It does not mean being constantly reflective, but rather reflecting on what was done, how the activity fits into one’s learning goals, how well learners are progressing in applying new knowledge to tasks, and what they need to do to improve.

The thinking aloud strategy is a tool that allows learners to engage in self-directed learning and cultivate their own motivation and interest in the activity they are completing or the problem they are trying to solve. It does this by encouraging them to think about what they are doing as they do it so that if any problems come up, they can recognise them and deal with them proactively rather than having to work backwards from the end product. This way, learners can identify problems and correct them before they have much effect on their performance.

Learning is a process of the mind in which existing knowledge is adapted, extended, and challenged. While learning involves a significant amount of internal mental processing, much of it goes on without the learner’s awareness. Learners tend to concentrate so intently on the task at hand that they are unable to attend to what is happening inside their minds. This can result in major misconceptions developing around what they know, which can have serious impacts on their learning and their ability to apply this knowledge in later situations.

A common example of this is the tendency for people to develop incorrect beliefs about mental processes in their own minds. By reflecting on how they work, learners can identify and remove these misconceptions, increasing their self-confidence and increasing their ability to find solutions to problems.

This strategy encourages learners to use information that they have available at that time (i.e., what they know), as well as new information that they need to know so that they can complete the task successfully. This process develops the learner’s own metacognitive skills, making them more aware of their own thinking as it is happening, and therefore more capable of monitoring and evaluating what they are doing.

The thinking aloud strategy will automatically improve a learner’s level of self-regulation if they continue to utilise it in their day-to-day learning. This is because it encourages learners to reflect on what they are doing, think about how well they are doing it, and identify any areas that could be improved.

Where is the thinking aloud strategy most effective?

This strategy is particularly useful when learners take more than one course that involves problem-solving or an area of expertise. For example, many students take science, maths, English as a Second Language (ESL), and French as Second Language (FSL) at the same time simultaneously. In this situation, the thinking aloud strategy can be used in all three courses and can be effective in all areas of study by allowing learners to identify problems associated with each activity and how to resolve them before they become serious impediments.

Students can use this strategy in any situation where they have a task to complete or a problem to solve. It can be very effective in any form of self-directed learning, especially if it is used to monitor the process while one is doing it, rather than when one looks back over what has been done.

This strategy is particularly useful in those situations which require learners to analyse something that they are currently doing (e.g., driving, cooking, reading a book, doing an experiment). It can also be useful in situations where a learner is learning from materials available to them at that time (e.g., studying for an exam, completing homework), as well as when there is no specific material to work from.

The thinking aloud strategy can be used in combination with other strategies, such as the meta-cognitive strategies of monitoring one’s own performance and monitoring one’s own progress. This increases the effectiveness of the thinking aloud strategy, making it more effective in many situations and enabling learners to monitor and evaluate their own thinking process as it occurs.

The thinking aloud strategy can also be used by learners who find that they do not enjoy or are unable to deal with a task or problem they are faced with, but still need to master the task. They might also use this strategy if they have a particular character trait that makes them think too much about things that are beyond their control rather than concentrating on what they can do. It can enable them to break these negative patterns of thought that might otherwise be hard to overcome.

Getting started – How to implement

In order to use this strategy, a learner has to come up with a plan for the task they are trying to complete. They have to imagine what problems might arise along the way and how they will deal with them. They then need to set explicit goals and have a clear idea of what needs to be done in order for them to reach those goals. Finally, they need to bring their plan into play while they are doing the task.

A lot of learners find this strategy difficult to start because they are not used to planning their activities in advance. Some of them know what is supposed to happen but have difficulty figuring out how it is supposed to happen, or how they are supposed to control the process so that it reaches the goals.

If a learner is used to planning their goals in line with the time it will take to complete the task, they can still use this strategy effectively. This is because people who plan early on what they are trying to achieve will not end up with undesirable or illogical plans that work against the goals of that task.

There are different ways in which learners can plan their tasks, but the most common way is by using a plan-do-review cycle (see diagram below). Learners start by setting clear goals for themselves. They have to plan exactly how they are going to achieve these goals, by defining the necessary steps and tasks that will be involved. They need to do this so that the process can be carried out properly and in an orderly fashion.

After setting these goals, learners evaluate their plans, checking for errors in them and also evaluating any uncomfortable feelings they have when thinking about them. This evaluation can take place at any time during the planning process as long as it occurs before learners act on their plans. There are three main reasons for this:

• The feelings of discomfort that a learner has while they are planning their plan may suggest that there is something wrong with the plan. For example, if a learner feels very anxious or stressed about what they have just done, then it may be an indication that their plan is not thought through properly and will not work as well as they expect.
• The uncomfortable feelings can help learners identify possible problems before they become too serious. Once these problems are identified, the learner can think about how they can be solved before they become serious roadblocks.
• If the uncomfortable feelings are not checked, they could cause learners to give up on whatever plan they have just come up with and end up doing nothing about it. If this happens, then it is possible that these feelings may cause learners to give up altogether on their tasks and never achieve their goals.

As a result of evaluating their plans, learners will be better able to identify what was wrong with their plan and how they can avoid making similar mistakes in the future. This will enable them to put the appropriate effort into planning a better course of action for reaching their goal. It is important that they do this on the basis that it is not possible for all plans to always work as intended.

Some learners find it hard to work out why there are feelings of discomfort when they are planning. They wonder why it is wrong to have thoughts of discomfort when planning a task. It is important for these learners to realise that it is not possible to plan an activity without having some kind of feelings about it. In other words, there is no such thing as a “neutral” feeling when planning something and the feeling of discomfort can come in three forms:

• Being anxious or stressed can mean that someone has a problem with their plan and needs to work harder at it until they manage to solve the problem.
• Feeling uncertain about the plan can also mean a problem with the plan. For example, a learner who is unsure about how to start doing something because they do not know if they are supposed to do it first or second may need to add information telling them exactly what needs to be done.
• Having an uncomfortable feeling while thinking about their plan can be an indication of problems with the plan. For example, if a learner is not sure how to break down a problem into steps that would be easy for them, then they should make the breaks more obvious by outlining these and using arrows or other signs to illustrate the steps.

Learners who are used to planning their tasks in line with the time it will take to complete them can still use this strategy effectively. This is because people who plan early on what they are trying to achieve will not end up with undesirable or illogical plans that work against the goals of that task. They will also be able to identify problems with their plans before they become serious and therefore will not have to give up on them.

For example, if a learner is planning on doing their homework for one hour then it might take them longer than expected because they just do not know what to say. They could go back and make a plan using more detailed steps so that they do not end up getting distracted while doing it. They could also make time limits at a certain point in their plan so that they can check if the process is going well or if they need to change some of their planning.

When learners are used to planning in line with the goal, it is not necessary for them to take detailed notes on how things will be accomplished. In fact, it may be better if they do not make notes or go into too much detail because if they describe to other people how they will complete the task, it can become hard for them to remember enough steps involved in the process.

If a learner finds it difficult to plan in line with their goals then it might be best for them to plan for specific tasks rather than continue with their overall plans. This will make them feel less pressure to accomplish the goals. A task is a smaller goal that can be more easily done than attempting a larger goal.

Learners should also try using the plan-do-review cycle for other types of tasks but not as their only means of planning. They can use the plan-do-review cycle as a guideline for planning but they should not use it as their only planning strategy. If they do this then their plans will not be followed because there will be too much emphasis on doing things in a certain way.

Therefore, instead of following a plan as closely as possible, learners should try to have some freedom in how they perform tasks. This will enable them to meet the goals that they have set themselves easier and therefore increase the likelihood that they will complete them more successfully.

Planning a task is not something people should avoid like it was avoiding the plague. In fact, it is a vital skill that everyone who works in an office should master. It is important for them to spend enough time planning their tasks so that they do not end up wasting valuable time doing things they will later regret. Planning can also help them in doing things in a more efficient way as well as identifying problems and solutions to these before they become big issues during the process of completing the tasks.

The plan-do-review cycle is one planning strategy that people can use when they want to accomplish tasks. It is not a strategy that should be used on its own but it can be combined with other techniques to help people become more skilled at planning their tasks. It is important for learners to understand the process of the cycle and how they can evaluate other plans using it. This will help them in planning their activities more efficiently so that they are better able to complete them successfully without wasting time or discomforting themselves.

The main thing is for learners to understand that planning is not something they can avoid but it should be a necessity. If they plan, they would not have to work so hard or get tired when planning and might end up more satisfied with the results of their activity than if they had not planned at all. This in turn will help them to realise that there are many benefits in doing so and therefore make it easier for them to continue doing this.

Similar Posts

What is analytical thinking?

Analytical thinking has become an extremely powerful tool. It is used by many people in the world, including inventors and scientists to solve problems of all sorts. Let’s take a look at what analytical thinking is, and how it can be applied to various situations. What is analytical thinking? Analytical thinking is one of man’s…

How To Be More Socially Confident

Social confidence is an important factor in many aspects of life. It can be difficult to develop, but with the right strategies, it is possible to become more socially confident. This article will discuss the steps that can be taken to become more socially confident, such as identifying fears and challenges, practicing self-care, setting reasonable…

13 Reasons Why Life Is Precious

People often wonder why life is precious. That’s because it’s hard to find reasons when you’re part of a world that’s full of war, famine, and hatred. We think people sabotage themselves in life, so they’re ready for death when it comes. We say a lot of things to people when they’re about to die,…

How to Transfer Positive Energy to Another Person in 11 Different Ways

The idea of transferring positive energy to another person might sound like nothing more than a bunch of New Age woo-woo. But the truth is, you can do it with just your own thoughts. You can’t buy happiness, but you can send it! Here are eleven ways to transfer positive energy to someone else: 1)…

What is the Hedgehog Concept?

The Hedgehog Concept was created by Jim Collins in “Good to Great: Why Some Companies Make the Leap… and Others Don’t” in 2001. In his book, Jim Collins argues that when organizations focus on being the best in a few specific areas, they have a better chance of success than if they try to be…

Slow is smooth and smooth is fast – what does it mean and its origin

Slow is smooth and smooth is fast is a beautiful saying that has such a wonderful nuance to it. Just think about it. To do things slow, you need to do things slowly, with care, and with great precision. But in order to do things smoothly, you have to put some time into it. It’s…

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Terms and Conditions - Privacy Policy

Think Aloud

Think-alouds are strategies that educators employ to help students monitor their thinking while reading. As a result, students improve their comprehension, confidence, and reading abilities. In essence, this practice encourages pupils to derive meaning from a text by using context clues and thinking out loud. With this strategy, the reading process is slowed, giving students the opportunity to delve deeper into their interpretations. 

The overall purpose of the think-aloud method is to motivate pupils to ask questions as they read. With the proper techniques, kids should be asking themselves what they learned, what the significance of the topic was, and how the information gleaned can apply to their life. Think-aloud strategies give students permission to provide more insight into their thoughts and ideas. Permitting this level of creativity bodes well for active, engaged, and enthusiastic learning. For optimal results, this model works best when performed in small groups or individually.

Product Overview

Teaching resources, more terms starting with t, tacit knowledge, teaching assistant.

• To save this word, you'll need to log in. Log In

think aloud / out loud

Definition of think aloud / out loud, examples of think aloud / out loud in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'think aloud/out loud.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Dictionary Entries Near think aloud / out loud

think ahead

think aloud/out loud

Cite this Entry

“Think aloud/out loud.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/think%20aloud%2Fout%20loud. Accessed 25 Jul. 2024.

Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free!

Can you solve 4 words at once?

Word of the day.

See Definitions and Examples »

Get Word of the Day daily email!

Popular in Grammar & Usage

Plural and possessive names: a guide, your vs. you're: how to use them correctly, every letter is silent, sometimes: a-z list of examples, more commonly mispronounced words, how to use em dashes (—), en dashes (–) , and hyphens (-), popular in wordplay, it's a scorcher words for the summer heat, flower etymologies for your spring garden, 12 star wars words, 8 words for lesser-known musical instruments, birds say the darndest things, games & quizzes.

U.S. Dictionary.com Newsletter

Fill in the form below and receive news in your email box, thinking aloud: definition, meaning, and origin.

Everyone's had a moment when they start voicing their thoughts without realizing it. We call this phenomenon "thinking aloud," and it's something that might happen when you're pondering over something deeply. It means expressing your thoughts and inner dialogues openly, often without the intention to share them with others.

In short: "Thinking aloud" means to vocalize your thoughts, ideas, or concerns, often unintentionally or unconsciously.

What Does “Thinking Aloud” Mean?

"Thinking aloud" has a few nuanced meanings. It's all about saying what's on your mind, often without a filter.

Here are some important aspects of this idiom's meaning:

• Speaking your thoughts out loud, without necessarily intending for others to hear.
• Vocalizing internal thoughts is a way of processing or understanding them better.
• Sometimes, you use it to purposefully share your inner process with others, particularly in a professional or educational setting.

For example, engineers or designers might use the phrase to verbally describe the process of working through a problem so colleagues can understand their thought process. The practice of "thinking aloud" often links to a deeper understanding of oneself, as it allows people to vocalize thoughts they might not otherwise explore.

Where Does “Thinking Aloud” Come From?

The idiom "thinking aloud" dates back to the 16th century. It's an expression that has evolved over time and has been used in various works of literature.

Historical Usage

The Tempest by William Shakespeare is a prominent example where the phrase is used. In it, the character Prospero muses:

"Ye elves of hills, brooks, standing lakes and groves... And forthwith call his proper for 'thinking aloud'."

The usage of the phrase in literary works like these helped cement its place in the English language.

10 Examples of "Thinking Aloud” in Sentences

Here are examples of "thinking aloud" used in different contexts and situations:

• Don't get me started on why James was thinking aloud about his plans last night.
• Sarah was thinking aloud about her holidays; her excitement was palpable.
• While working on a complex problem, engineers often find thinking aloud helpful.
• The detective was thinking aloud , linking clues to unravel the mystery.
• During the lecture, the professor was thinking aloud , explaining his thoughts step by step.
• In awe of the painting, Jane started thinking aloud about its beauty.
• The author was thinking aloud about the plot twists, giving a glimpse into his creative process.
• The scientist was thinking aloud about the research, detailing every step.
• Emily might never have solved the equation if it weren't for her habit of thinking aloud .
• The coach was thinking aloud about the game strategy and sharing it with the team.

Examples of “Thinking Aloud” in Pop Culture

"Thinking Aloud" has also found its way into pop culture:

• In the film "A Beautiful Mind," John Nash is often seen thinking aloud.
• The TV series "House M.D." frequently features Dr. House thinking aloud about medical cases.
• The song " Thinking Out Loud " by Ed Sheeran.
• In the book "Harry Potter and the Philosopher's Stone," Dumbledore is often caught thinking aloud.
• The documentary "Inside the Mind of a Chef" often features chefs thinking aloud about their culinary creations.

10 Frequently Asked Questions About “Thinking Aloud”:

• What does "thinking aloud" mean?

It refers to the act of speaking your inner thoughts, either unintentionally or to process them.

• Where does the idiom originate from?

It has historical roots dating back to the 16th century, with usages in literature such as Shakespeare's works.

• Is "thinking aloud" common in everyday language?

Yes, it's a common expression used to describe vocalizing thoughts, often unconsciously or during problem-solving.

• Is there a song titled "thinking aloud"?

No, but there's a song titled "thinking out loud" by Ed Sheeran, which is a play on the idiom.

• Can "thinking aloud" be considered a method of problem-solving?

Absolutely! Professionals like engineers and designers often use this method to work through complex problems.

• Is "thinking aloud" always unintentional?

Not always. Sometimes, it's used intentionally to communicate a thought process or for self-reflection.

• Are there variations of "thinking aloud"?

Yes, similar expressions include "thinking out loud" and "speaking one's mind."

• How is "thinking aloud" portrayed in films?

It's often used to give insight into a character's thoughts, as seen in movies like "A Beautiful Mind."

• Is "thinking aloud" different from "thinking out loud"?

They are used interchangeably, though "thinking out loud" is often used more casually.

• Is "thinking aloud" helpful in educational settings?

Yes, educators and students use it as a tool for learning and understanding complex concepts.

Final Thoughts About “Thinking Aloud”

"Thinking Aloud" is an intriguing idiom that captures a universal human experience. More than just talking to oneself, various fields use it as a powerful tool. It touches on various aspects of daily communication, literature, and cognitive psychology.

Here, we'll summarize the key takeaways about this intriguing idiom:

• Meaning and Variations: The idiom "thinking aloud" encompasses the act of verbalizing thoughts, often without realizing it. It can be used in various contexts, expressing different shades of the same idea. In some cases, it represents the unintentional sharing of personal or confidential thoughts.
• Origins: Tracing back through history, "thinking aloud" has a rich heritage. The idiom has evolved through time and has been used by many prominent authors and thinkers. It's a timeless expression that continues to be relevant.
• Examples in Literature and Pop Culture: From classic novels to modern films, "thinking aloud" has been portrayed in a multitude of ways. It resonates with people across generations, cultures, and backgrounds.
• Applications and Significance: Beyond its literary usage, "thinking aloud" has practical applications in fields like psychology. For example, "thinking aloud" protocols are used in cognitive research to understand problem-solving and decision-making processes.
• Everyday Usage: It's a versatile idiom that's widely understood and used by people from all walks of life. From casual conversations to professional settings, "thinking aloud" adds color and nuance to the English language.

Related posts:

• Laugh Riot: Definition, Meaning, and Origin
• Know What You're Talking About: Definition, Meaning, and Origin
• Lunching Out: Definition, Meaning, and Origin
• Cramping My Style: Definition, Meaning, and Origin
• Commit Myself To: Definition, Meaning, and Origin
• Styled Up: Definition, Meaning, and Origin
• Focus on Him: Definition, Meaning, and Origin
• Be That as It May: Definition, Meaning, and Origin
• Burn the Candle at Both Ends: Definition, Meaning and Origin
• Old Wine in a New Bottle: Definition, Meaning and Origin
• Slip Back: Definition, Meaning, and Origin
• A Wee Dram: Definition, Meaning, and Origin
• Bottle Up: Definition, Meaning, and Origin
• Keep in Mind: Definition, Meaning, and Origin
• Snap Off: Definition, Meaning, and Origin

We encourage you to share this article on Twitter and Facebook . Just click those two links - you'll see why.

It's important to share the news to spread the truth. Most people won't.

• Track: Definition, Meaning, and Examples
• Ringing True: Definition, Meaning, and Origin
• Black: Definition, Meaning, and Examples
• Good Talking to You: Definition, Meaning, and Origin

• Teaching Resources
• Upcoming Events
• On-demand Events

Think Aloud

• English & Language Arts
• facebook sharing
• email sharing

What Is a Think Aloud?

The Think Aloud strategy helps make visible the many invisible strategies that proficient readers use to monitor their comprehension as then engage with a text. During a “think aloud,” the teacher reads aloud a section of a text, pausing every now and again to reveal what they are thinking about and doing in order to understand what they are reading. This strategy demystifies the process of constructing meaning from a text and helps students see all of the active thinking that leads to comprehension. Think Alouds can be community-building experiences when teachers take interpretive risks in front of their students, especially when they model with texts that they don’t fully understand themselves.

You can model the following reading skills during a Think Aloud:

Pausing when something is unclear  Rereading a section of the text Visualizing a character, setting, or scene  Figuring out vocabulary in context Posing a question: Did I misread something? Is this a flashback? Did the narrator just change? What does this word mean? What’s the relationship between these characters? What does “it” refer to in this sentence? Connecting what you read to something else in the text, another text, or your own experience Predicting what might happen next

Save this resource for easy access later.

How to use the think aloud strategy.

Choose a Text

Before teaching the lesson, choose a short text, such as a few paragraphs from a book or article, a poem, or even a work of art. Consider what skills you want to highlight and practice reading the text out loud, making notes about some of the places you will pause to “think aloud” and which skills you will identify. Alternatively, choose a text to “read cold” for a more authentic reading comprehension experience.

Model a Think Aloud

Project and pass out the text. Explain to students that you will be reading aloud and pausing to name the things you are thinking that help you understand the text. Start reading and pause for your first “think aloud” comment. For example, using the first poem of Jacqueline Woodson’s  Brown Girl Dreaming , you might pause to say, “I notice that the author says ‘I am born’ here. That’s interesting . . . usually we say I was born. I wonder if she is connecting her birth to the present time.” If you have the technology to do so, make a brief annotation as you think aloud. Continue to read and think aloud for a few paragraphs.

Ask students to name the strategies they notice you using. Write them on the board. Then have students work in pairs to read the next section of the text. One student starts reading, pausing periodically to “think aloud” while the other student listens. Then have them switch roles.

Students Practice Independently

Finally, have students practice independently, pausing to “think aloud” in their heads as they read. 

Conclude the activity with a class discussion or  exit ticket  in response to the following questions

• What do you think about as you read? 
• What strategy did you find most helpful? How does it help you understand a text?

You might also be interested in…

Three good things, slow down with the slowdown, take a stand, appreciation, apology, aha, closing challenge, looking back, looking ahead, our names and our place in the world, making meaning of community, community is… community isn’t, emoji emotions, picture this, unlimited access to learning. more added every month..

Facing History & Ourselves is designed for educators who want to help students explore identity, think critically, grow emotionally, act ethically, and participate in civic life. It’s hard work, so we’ve developed some go-to professional learning opportunities to help you along the way.

Exploring ELA Text Selection with Julia Torres

Working for justice, equity and civic agency in our schools: a conversation with clint smith, centering student voices to build community and agency, inspiration, insights, & ways to get involved.

Thinking aloud: what happens when children read for pleasure in classroom clubs

Senior Lecturer, Nelson Mandela University

Disclosure statement

Eileen Scheckle is affiliated with the Literacy Association of South Africa.

Nelson Mandela University provides funding as a partner of The Conversation AFRICA.

View all partners

Every five years, the international Progress in International Reading Literacy Study (PIRLS) provides an assessment of how well grade 4 learners around the world read for meaning. And every time South Africa participates, the results are shocking. In the 2021 survey, more than 80% of South African fourth-graders weren’t able to make sense of what they were reading in the test.

Policymakers have focused attention on developing literacy in the foundation phase (grades 1-3), because the skills developed during these early years will form the basis for learning in the higher grades.

But that’s not the only way to approach reading.

In addition to school literacy and reading to learn, children need opportunities to read for pleasure and enjoyment. If children’s school experiences of reading only involve chanting together, or reading aloud for an oral mark, or reading a text for a comprehension test, then they are missing the pleasure of delving into a story.

To be fair, teachers have to follow the national curriculum. Some also lack reading material. According to a 2023 report by South Africa’s Department of Basic Education, 75% of public schools do not have libraries, and where there are libraries, many are not well stocked.

If learners do not have access to a variety of texts, then they cannot develop reading “muscles”.

Resources that can be read and shared include newspapers, magazines, cartoons, online news and stories, posters, advertisements and packaging. As well as books.

Whatever the reading material, learners need to have opportunities to develop their own response, at any level, and share their understandings. This can happen through a classroom reading club: a space for children to talk among themselves about what they have read purely for pleasure. Through talking, children begin to develop a critical voice and begin to capture their thinking in a more concrete form to share with their friends.

As someone who studies literacy development, I wanted to learn more about how children in poorly resourced South African settings can benefit from reading clubs. I did a study of grade 8 learners in reading clubs at their school, to understand their interactions with books and each other in small groups.

What emerged from my observations was the diversity of learner voices talking to each other about books. By being shared, their ideas were extended, refined and challenged. The children’s understanding grew on each other’s contributions. Talking showed what they were thinking and what their interpretations were based on. Talking to their peers was also a safe space to offer tentative responses that were not evaluated for assessment but a stepping stone in appreciation.

The reading clubs looked like a useful and fun way to build reading comprehension – something other schools can try too. I’ve suggested some tips below.

Talking about books

The school in my study had learners from a variety of language backgrounds. They had chosen to be in the English home language class, though many didn’t speak English at home. The school had few facilities, large classes, no functioning library and no set of books for the grade 8 class to read.

Over six months, I followed one class of 40 learners who formed groups of five for their reading clubs. They were given books to read at home and then took part in weekly discussions about the books. There were no set roles, format or questions for the discussions. The children could choose what they wanted to say to each other about the books.

Some of them had never read a book before.

Their discussions showed that they valued each other’s contributions and helped each other develop understanding and make connections. They also seemed to draw on what they had learnt before.

How to set up a reading club

My study supports the idea that reading clubs need:

choices and voices

a motivated teacher or parent.

Choices are motivating. Allowing learners in groups to decide what text they want to read gives them some say in the reading process. Teachers should allow a space in the timetable for learners to read and discuss what they have read, and share their understandings. Children like to talk about what they have read, and this helps them make sense of the story or article. Talking to each other in groups is less threatening than presenting to the class. Teachers could introduce some structure but ideally this is a time for learners to share freely. It also allows them to develop their own voice in response to texts and not worry about the “right” answer.

Teachers and parents

Teachers and parents need to model and motivate reading. Teachers could show the class a novel they are reading themselves and discuss the cover and title. Or the teacher might discuss the setting: not just a geographical place but also a place in time and what life might have been like there and then. Teachers could also spend a few minutes talking about a “main character”, what the reader learns about the character and what challenges the character might encounter.

Read more: South Africa's reading crisis: 5 steps to address children's literacy struggles

Parents could ask children about what they are reading, what they like about the story, what they might change about it. Or ask them to share an exciting or interesting part and read it to the family for them all to enjoy. Just get them talking about any reading that is happening. Parents can share what they read online or in the newspaper so that talking about reading becomes a shared family practice.

If teachers want their learners to develop as readers, they need to be willing to give up some control. Learners need to be able to stop reading if they are not enjoying the text. They also might need longer than a week to read it.

Talking in groups, in school or at home, can be a time to share understanding and enjoyment, making sense of texts together.

• South Africa

Post doctoral research fellow or research fellow in mindfulness & mental health

Organizational Behaviour – Assistant / Associate Professor (Tenure-Track)

Apply for State Library of Queensland's next round of research opportunities

Associate Professor, Psychology

Professor and Head of School, School of Communication and Arts

Education Endowment Foundation:EEF blog: Thinking Aloud to support mathematical problem-solving

Eef blog: thinking aloud to support mathematical problem-solving, keep-up-to date with our latest news and resources.

Our News Alerts are e‑mailed to 45,000+ subscribers regularly.

Page generated on: Thursday, 25 July 2024 at 2:22 (E)

The Education Endowment Foundation (EEF) is a charity and a company limited by guarantee. Registered in England, Number 114 2111 © 2024, Education Endowment Foundation, all rights reserved.

• Career Center

Think Big with Think-Alouds

Lisa Fink 12.23.17 Assessment Booklists Literacy Literature Reading Teaching

This post is written by member Molly Ness.

Close your eyes for a second and think back to the last time you read aloud to a child; perhaps it was in your classroom of students or to a loved one, like your son or daughter or grandchild. In all likelihood, you did not merely plow through the book. Instead, you stopped periodically to get the reader’s insight. Perhaps you directed your class to make a prediction in a turn-and-talk. Or maybe you asked the child, “Why do you think the character felt that way?” But did you stop to think aloud? Did you use “I” language to model the thinking that you – as a proficient reader – did to comprehend the text?

All read-alouds – no matter the text genre, the age of the audience, or the content area – are an opportune time for students to internalize the metacognitive moves that a proficient reader employs to understand a text. In a think-aloud, a skilled reader provides quick explanations of what is going through his or her mind at periodic stopping points. With this transparent effort, students are more likely to internalize the reading comprehension strategies that will help them in their independent reading. Research shows the benefits of read-alouds . Students who are exposed to think-alouds outperform their peers who didn’t receive such instruction on measures of reading comprehension. The think-aloud is an energized, brief instructional burst that helps young readers take on the strategies modeled.

Despite their benefits, think-alouds are not commonplace in K–5 classrooms today. Because most teachers are proficient readers themselves, it may be difficult for us to pinpoint the sources of confusion for our students. In my work as a teacher educator, I have found that the explicit modeling component of think-alouds requires deliberate and diligent planning. Effective think-alouds do not emerge extemporaneously. We cannot assume that effective think-alouds will come to us naturally and without advance planning.

In a yearlong study with a teacher study group, I created a three-step process to help teachers think big with think-alouds. As I plan my think-alouds to be a powerful metcognitive strategy, I skim through the selected text three times – each rereading is described in the steps below. I equate this three-step planning process to teaching a child to ride a bike with training wheels. Just as training wheels provide stability and confidence in learning a new skill, so does the word-by-word script of a think-aloud. Our end goal is to be able to think aloud with comfort, ease, and skill, just as a young child hopes to ride a bike independently.

Read Once: Identifying Juicy Stopping Points

The first step in thinking aloud is a close examination of the text. I peruse the text searching for the comprehension opportunities in its pictures, words, and layout. I begin planning my think-alouds with a stack of sticky notes in hand. The purpose of this first reading is to mark the pages or paragraphs where I identify “juicy stopping points.” A juicy stopping point offers a range of possibilities, either comprehension opportunities or stumbling blocks. In my first reading, I may identify upwards of fifteen juicy stopping spots in a standard children’s picture book!  

Read Twice: Determining Where and When to Think Aloud

In my second reading, I examine each stopping point and critically reflect on the need for that particular point. The goal here is to truly focus on which stopping points are appropriate and purposeful. I keep several factors in mind as I make my decisions, including my overall purpose for selecting this particular text, my learning objectives in this lesson, and which comprehension strategies are familiar or unfamiliar to my students prior to reading this text. After my second reading, I typically end up with about five to seven stopping points; these are the bare bones of the think-aloud to model in front of my students.

Read Three Times: Writing the Scripts on Sticky Notes

The goal of my third reading is to identify the script of exactly what I will say in front of students. I literally write out, in first-person narrative, what I will say in response to a text, so as to give students the chance to eavesdrop on our reading processes. Using “I” statements, I encourage my students to internalize these reading comprehension strategies so that they can emulate such purposeful reading.

The End Result of the Three-Step Process

Thinking aloud requires a paradigm shift in the language that we as teachers use during read-alouds. Typically, we ask our students surface-level questions such as “Where does the story take place?” and “Why do you think he left the town?” These questions serve merely to assess our students’ understanding of the text. Our time is better spent using language that builds their understanding, by showing them the thinking we are doing. As we think aloud, we mentor students in building the comprehension skills they need to become successful independent readers.

Molly Ness is an associate professor of education at Fordham University’s Graduate School of Education. She is the author of Think Big with Think Alouds (Corwin, 2018).

• Our Mission

The Think-Aloud Strategy: An Oldie But Goodie

Sometimes you need to be really far away to get perspective and be reminded of what you already know. As I write this, the eight thousand miles between myself and the schools I work in are illuminating the inside out, backward, and upside down nature of our education system. I'm am talking about the spliced into 55-minute periods, standardized testing, and the disconnection from authentic application and what makes life meaningful. I know, not all schools in the US are like this, but too many are.

I'm in Bali and for the last two weeks have been observing how Balinese children learn music, dance, and other arts. I've never been to a place where the arts were more integrated into daily life. In Ubud, the "cultural center of Bali," it's hard to walk down a street or spend a day without hearing or seeing some kind of artistic expression.

Much of this is connected to religious practices and takes place at the many temples on the island. This I expected. What surprises me is how children throw themselves onto every stage, into the laps of musicians, into the workshops of the carvers and painters and weavers. But perhaps "throws" is the wrong word -- I start to notice that they are pulled onto stages and laps and workshops.

Real-World Application

Early in our trip we wanted to learn something about Balinese gamelan and signed up for a day-long course. Our instructors spoke very little English. They taught by demonstrating, and motioning to us to copy them, and then by holding our hands and moving the hammer-like gavels over the xylophone. We didn't need much language and without it, I paid closer attention to the rhythms, the beats, and the sequences of notes.

Throughout our class other Balinese played along, helping to create the beautiful sounds of a Gamelan ensemble. Amongst these players was a boy of three or four who wandered up and plunked himself down first at an instrument that was full of symbols and then at a small, gong. He played, and then danced, and then pulled out a flute, played that, and then sat next to my son and tried to teach him percussive rhythms.

I wondered whose child he was as he moved from lap to lap, each Balinese adult laughing with him, encouraging him, clapping for him after he danced, and giving him instruction on his music as well.

I was captivated watching this little boy and my own son who was learning by doing -- and for a purpose and authentic application. I want this kind of learning to be a daily reality for the students in the schools where I work.

In the Classroom

Let me take a big leap now into what this reflection might mean for those who are still working within the 55-minute period. While this is far from what I envision schools to be, I know we can start taking steps towards integrating this concept, starting with a strategy as simple as the "think-aloud."

When I first started teaching English Language Arts to middle school students, a wise mentor encouraged me to share my writing practice with my students. "ELA teachers must be readers and writers themselves," she said, "so that they can make their process transparent to their students." She explained how to use the strategy think-aloud as students wrote first drafts.

I began to do them regularly in class as a way to determine a focus for my writing, how I revised it, and how I organized my thoughts. I did the same for reading, narrating the metacognitive processes I used to make sense of texts. I was surprised by how captivated my students were with these mini-lessons; those of us who teach middle-schoolers know that it's hard to captivate this audience! Then I saw the evidence show up in their writing; when we had a conference about a piece they were working on, they'd narrate their thoughts and use phrases I'd used, such as, "here, I want my audience to feel... ."

Why It Works

Now I recognize this strategy as one that parallels what I have been seeing in Bali. It's the old apprentice model, of course, but it can be adapted to our educational context today. This strategy can be applied to any content. It's about making our thinking transparent for kids, the steps we take to figure something out, and the ways in which our actions flow from this thinking. In this way, we are modeling what children need to do, not just telling them what to do.

Using a think-aloud strategy in all content areas, for all ages, is one step towards recovering an apprenticeship style of learning, something that has a legacy of great success and efficacy. Have you used a think-aloud lately? Please share with us in the comment section below.

Education Resources for Teachers

of Deaf/Hard of Hearing Students

Teacher Think-Aloud

Students of all ages

• Comprehension
• Monitor comprehension
• Use context clues
• Apply repair strategies
• Metacognitive skills

Examples of teacher think-alouds

Excerpt from Reading Milestones, Yellow Level 3, Book 10, The Gold Princess Page 71: The illustration shows a gold castle with gold dragons in front of it. The king is walking toward the castle with a gold flower in his hand and is saying, “My flowers are different. They are real gold.”

Text: A king lived in a large, gold castle. The castle was by a river near the mountains. ( Oh yes, I can see the river and mountains in the illustration. ) Two gold dragons stood by the castle and many flowers grew near the castle. ( Dragons? What are dragons? I’ll look at the illustration and see if that helps me. Oh yes–I see two gold animals by the gold castle. They must be dragons. )

Page 72: The illustration shows the princess playing with her pet goat in the flowers in front of the castle.

Text: The king had a pretty daughter. His daughter was a princess. ( Princess? I’m not sure what a princess is. I’m going back to the beginning of the page to read it again. Maybe it will tell me something. )

[Teacher reads the first sentence again and says, “ Oh, I understand now. A princess is a king’s daughter. Oh yes, look at the illustration. She is wearing a crown. “]

The princess had a pet and her pet was a tiny goat. ( A goat? What is a goat? I don’t know what a goat is. I’ll look at the illustration–a goat must be that tiny animal that is playing with the princess! ) The princess had fun with her tiny goat. They danced in the flowers.

Example 2 (appropriate for upper elementary and above)

Excerpt from Reading Bridge, Level 1, Book 1, Gull Island

Page 9: When Jason and Jenny were walking on the dock, they noticed that the weather had become colder and the wind was getting stronger. ( I think that is a clue. I think the weather is going to change. ) But Jason wasn’t worried. It was only a thirty-minute round trip, and he thought that he would soon be back in his nice, warm home. ( Hmmm–I think the weather is going to change and something is going to happen. I think maybe Jason should be worried! )

Jason and Jenny climbed into the boat, and Jason tried to start the engine. The engine ground away… ( What does that mean…ground away? I’ll read on and see if I get a clue. ) The engine ground away but didn’t start. ( Oh, now I understand. I think “ground away” describes the noise an engine makes when something’s wrong with it. Oh, oh…I think Jason is going to have a problem. ) Jason tried again. This time the engine started, and they were ready to go. They had gone only a short distance when suddenly the wind gusted and began blowing very strongly. ( I think a storm is coming–I think Jason and Jenny are in trouble! ) The waves grew bigger and lapped against the boat. The spray from the waves blew into the boat, and Jason and Jenny were getting wet. The sky grew as dark as night, and the clouds looked thick and heavy. ( I was right…they are in trouble! I think a big storm is coming and Jason and Jenny are in danger! )

Strategy steps:

• Give students a copy of the text and have them read or skim it.
• Explain to the students what you are going to do and why. (Talk through how you understand what you read so they can model what you do and become better readers.)
• Read aloud and describe how you are comprehending and monitoring your comprehension.
• Model comprehension and comprehension monitoring several times.
• For example, in the Jason and Jenny excerpt, they would respond: “ You think Jason and Jenny are in danger because the book says the wind is blowing very hard, the sky is very dark, and the clouds are thick and heavy. There’s probably going to be a big storm. “
• Reading partners can read to each other and “think aloud” as they read.

Responding to Student Understanding Guide: Secondary Math

• Decision Tree
• Diagnosing Misconceptions
• Think Aloud

What is it?

How to do it, considerations, recommended resources.

• Select, Sequence & Connect
• Select & Connect (i.e., Show Call)
• Multiple Methods & Representations
• Model the Process
• Push Students to Justify and Summarize & Continue Instruction
• Modeling with Self-Monitoring and Cues

A Think Aloud is an oft-cited method for use in a wide variety of teaching scenarios, and, when executed well, is a great go-to for adjusting instruction (as well as addressing unfinished teaching in future lessons). Think Aloud's are effective only if they make transparent the cognition required to effectively address misconceptions. This means voicing what you are thinking aloud, to yourself, for students to observe. Students also must have a specific question in mind when observing to focus what they see and hear on the error and false beliefs.

There are infinite ways to execute a Think Aloud for any given scenario, yet they are all structured to set students to focus on teachers’ modeled cognition.  In an effective think aloud teachers:

Model the thinking process orally and in writing

Ask questions at strategic moments to leverage students’ prior knowledge in the process

Use economy of language to present the ideas with as few words as possible

Ask a question(s) to check for understanding and stamp key ideas before moving on

Below is that structure and an example script a teacher may use that incorporates the characteristics above.  Note, this Think Aloud happens in-the-moment and, to isolate a misconception, the teacher sets a focus on one question that will be discussed after the thinking is fully modeled.

Implementing a Think Aloud in the moment, as opposed to pre-planned, requires you to determine:

If students must observe cognition of a concept, a process or an application to clarify the misconception;

Which Standard(s) of Mathematical Practice to model;

The length of the thought process, which should be short enough for students to apply right away as you release responsibility once again;

The Depth of Understanding students require to clarify the misconception and to attain the learning goal.

• Get Better Faster: A 90-day plan for developing new teachers By: P. Bambrick-Santoyo, (2016)
• << Previous: Adjusting Instruction
• Next: Select, Sequence & Connect >>
• Last Updated: Feb 8, 2024 4:08 PM
• URL: https://relay.libguides.com/responding-to-student-understanding

Why “Thinking Aloud” About Your Thinking Makes a Difference

“think-aloud” protocols facilitate metacognition and can increase concentration..

Posted November 9, 2020 | Reviewed by Ekua Hagan

• Understanding Attention
• Take our ADHD Test
• Find a therapist to help with ADHD

Thinking aloud during a think-aloud protocol typically involves verbalizing what's going through your mind while engaging in any given task or playing sports.

During qualitative "Think Aloud" (TA) research, study participants are asked to say whatever comes to mind about what they're doing, thinking, and feeling as a way to gain insights into someone's metacognitive processes.

Different think-aloud protocols involve thinking about one's thinking via "concurrent verbalizations" in slightly different ways. For example, a Level 3 think-aloud protocol ( Ericsson & Simon, 1993 ) involves filtering and guiding one's mental activity before verbalizing thoughts. On the flip side, Level 1 and 2 think-aloud protocols involve more direct and immediate articulation of what's going through one's mind without additional processing.

Research into the psychological impact of thinking aloud can be traced back to the late 1800s and Wilhelm Wundt's " Selbstbeobachtung " (1888) technique of self-observation and introspection. During his groundbreaking metacognitive experiments, Wundt instructed participants to look inward and pay close attention to their inner thought processes while verbalizing their "flow of consciousness" in spoken words.

In the 1980s, Anders Ericsson and Herbert Simon advanced "Think Aloud" research in a seminal paper ( Ericsson & Simon, 1980 ) that concluded: "Verbalizing information is shown to affect cognitive processes only if the instructions require verbalization of information that would not otherwise be attended to."

In recent months, new Think Aloud research has shed light on how athletes cope with stressors ( McGreary et al., 2020 ), how TA can play a role in the resolution of desire-goal conflicts ( Gunn & Taylor, 2020 ), and how educating athletes about meta-attention also teaches them to concentrate ( Oliver et al., 2020 ).

Interestingly, the latest paper by Alex Oliver, "Teaching Athletes to Understand Their Attention Is Teaching Them to Concentrate," suggests that encouraging an athlete to verbalize what's going through his or her mind using TA Level 3 promotes metacognition and meta-attention in ways that may improve concentration . As the authors explain:

"Concentration, focusing on the most relevant information for further processing, is regarded as a prerequisite for successful sporting performance. Athletes must possess awareness, knowledge, and controllability of their attention to concentrate effectively. One way to develop this awareness, knowledge, and controllability of attention is through the mechanism of meta-attention—thinking about, knowing about, and controlling attention."

Previous research ( Whitehead et al., 2016 ) found that elite-level golfers tend to think aloud more during high-pressure situations; these findings suggest that TA vocalizations may offset an athlete's odds of choking when the stakes are high. As Amy Whitehead and coauthors explain:

"When performing under competitive pressure, it was found that higher-skilled golfers were more likely to verbalize technical rules compared to practice conditions, especially during putting performance. From a practical perspective, Talking Aloud can aid a player, coach, or sport psychologist by allowing thought processes to be identified and investigate a performer's thoughts when faced with the pressure of competition ."

Another recent study ( Stephenson et al., 2020 ) by Whitehead and colleagues showed how think-aloud protocols are a reflective practicing tool that "can help an athlete move between analyzing his own performance as if suspended above himself and engaging in the action."

Anecdotally, as a retired ultra-endurance athlete and Guinness World Record holder, I know that thinking aloud helped me take a "fly on the wall" approach to observing my own athletic performance while simultaneously making it easier to "think about my thinking" via metacognitive processes. Notably, the self-talk strategies that work best for me (and lots of other people) generally involve using non-first-person pronouns and thinking aloud in the third person ( Kross et al., 2014 ).

In addition to improving concentration, thinking aloud can also facilitate self-distancing , which has been shown ( Grossman et al., 2016 ) to increase heart rate variability, calm the nervous system , boost executive functioning , and improve wise reasoning. (See " Self-Talk Using Third-Person Pronouns Hacks Your Vagus Nerve .")

Alex Oliver, Paul J. McCarthy, and Lindsey Burns. "Teaching Athletes to Understand Their Attention Is Teaching Them to Concentrate." Journal of Sport Psychology in Action (First published online: November 04, 2020) DOI: 10.1080/21520704.2020.1838980

Christopher P. Gunn and Ian M. Taylor. "Using the Think Aloud Protocol to Measure Desire-Goal Conflict and Conflict Resolution in a Postural Persistence Task." Measurement in Physical Education and Exercise Scienc e (First published online: November 02, 2020) DOI: 10.1080/1091367X.2020.1835663

Michael McGreary, Phil Birch, Martin Eubank, and Amy Whitehead." Thinking Aloud. A Qualitative Analysis of Stressors and Coping Responses in Cricket Bowlers During a Competitive Match." Qualitative Research in Sport, Exercise and Health (First published online: October 18, 2020) DOI: 10.1080/2159676X.2020.1829013

James Stephenson, Colum Cronin, and Amy E. Whitehead. "'Suspended Above, and in Action': Think Aloud as a Reflective Practice Tool." International Sport Coaching Journa l (First published: January 2020) DOI: 10.1123/iscj.2018-0022

Amy E. Whitehead, Jamie A. Taylor, and Remco C. J. Polman. "Evidence for Skill Level Differences in the Thought Processes of Golfers During High and Low Pressure Situations." Frontiers in Psychology (First published: January 07, 2016) DOI: 10.3389/fpsyg.2015.01974

Christopher Bergland is a retired ultra-endurance athlete turned science writer, public health advocate, and promoter of cerebellum ("little brain") optimization.

• Find a Therapist
• Find a Treatment Center
• Find a Psychiatrist
• Find a Support Group
• Find Online Therapy
• United States
• Brooklyn, NY
• Chicago, IL
• Houston, TX
• Los Angeles, CA
• New York, NY
• Portland, OR
• San Diego, CA
• San Francisco, CA
• Seattle, WA
• Washington, DC
• Asperger's
• Bipolar Disorder
• Chronic Pain
• Eating Disorders
• Passive Aggression
• Personality
• Goal Setting
• Positive Psychology
• Stopping Smoking
• Low Sexual Desire
• Relationships
• Child Development
• Self Tests NEW
• Therapy Center
• Diagnosis Dictionary
• Types of Therapy

Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself.

• Emotional Intelligence
• Gaslighting
• Affective Forecasting
• Neuroscience

Thinking Aloud

The Sensemaking Metaphor addresses the ways that people derive meaning from and assign meaning to experiences.

Thinking Aloud – articulating one’s thought processes while solving problems. ( Thinking Aloud s very similar to, but typically presented as distinct from, Think-Alouds – a.k.a. Self-Explanation , under Sensemaking Metaphor .)

Please cite this article as: Davis, B., & Francis, K. (2022). “Thinking Aloud” in Discourses on Learning in Education . https://learningdiscourses.com.

• Grades 6-12
• School Leaders

Get our FREE 'Meet the Teacher' bundle!

Improving Reading Comprehension with Think-Alouds

Give your students a play-by-play of your thinking and watch reading skills soar.

“The author doesn’t come right out and say it, but I’m getting the sense that the grandparents died,” Mrs. Sweeney tells her class of second graders while reading aloud from Thank You, Mr. Falker . Throughout her read-aloud, this teacher will stop to ask questions, make observations, and think deeply about the story. By allowing her class to eavesdrop on what she ,  a skilled reader, is thinking while reading, she is modeling the strategies used by proficient readers. She is building her students’ reading comprehension through the tried-but-true strategy of  think-alouds , a powerful way to engage readers and to impact their learning.

To update your think-alouds or to return to this often overlooked strategy, follow these tips.

Think aloud with your favorite text.

There is no “right” or “wrong” text for think-alouds. Just as reading aloud is fruitful for readers of all ages and levels , think-alouds work for any text, for students of any age, and across all content areas. We can think aloud with four-year-olds reading Knuffle Bunny just as easily as we can think aloud with eighth graders in their social studies textbooks.

Plan in advance.

Whether you are reading Dr. Seuss’ Green Eggs and Ham or Hemingway’s A Moveable Feast , every think-aloud requires that you peruse the text and use sticky notes to mark “juicy stopping points.” These are the junctures that, in one way or another, invite you to do something as a reader. Infer, ask a question, lean in and take notice of figurative language, and so on. Well-executed think-alouds do not emerge extemporaneously. They require thoughtful preparation, knowledge of the chosen text, and a meaningful connection between the text and the appropriate comprehension strategies. I like to use sticky notes to mark these points as I preview the text.

Provide a visual cue to indicate when you are thinking aloud.

As I think aloud, I provide an obvious gesture that helps students differentiate between when I am reading from the text and when I am thinking about the text. To signal when I’m thinking aloud, I use my index finger and point to my temple or tap the side of my head. With this gesture, students readily understand that the words I’m saying are not found in the book but, rather, are in my head.

Use I-statements to jump-start your think-alouds.

I-statements, as in, “I wonder if the author means …” or “I’m going to reread … ,” are the clearest ways for teachers to model the reading comprehension strategies that proficient readers use. Through “I” language, students begin to learn how to apply reading strategies to their independent reading.

The secret to success lies in planning think-alouds well. They may sound spontaneous, but they are expertly choreographed. So grab your favorite text, choose your marking spots where you will stop and think, and bring your readers of all ages one step closer to independent use of comprehension strategies.

For even more direction on how to use think-alouds, use this resource from the National Council of Teachers of English.

You Might Also Like

18 Smart Instructional Scaffolding Examples for Every Classroom

Tips and ideas for teachers and school leaders. Continue Reading

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256