Research School Network: How to Plan a Think Aloud Showing students how to think, step-by-step

In this blog, we’ll dive into how to plan a Think Aloud effectively, grounding our approach in evidence-based strategies from the Education Endowment Foundation (EEF).

What is a Think Aloud?

A Think Aloud is a teaching strategy where you verbalise your thoughts as you work through a problem or task. Essentially, you’re showing students how to think, step-by-step. This approach not only models problem-solving skills but also exposes potential misconceptions and demonstrates the importance of self-monitoring during learning.

Why Use a Think Aloud?

As highlighted in the EEF’s guidance reports on Metacognition and Self-regulated Learning¹ and Improving Mathematics in Key Stages 2 and 3², making abstract thinking explicit is key to effective teaching. The research emphasises the value of strategies that build students’ metacognitive skills and self-regulation — two critical components of successful learning. Think Alouds help achieve this by:

• making invisible thought processes visible and understandable
• showing students how to approach problems strategically
• helping identify and correct misconceptions in real time.

How to Plan an Effective Think Aloud

1. Define Your Learning Objective

Start by clearly identifying what you want students to learn. Is it a specific skill or problem-solving strategy, like breaking down a word problem? Or a broader skill, such as recognising patterns in mathematical reasoning? Aligning your Think Aloud with the lesson’s goals ensures it’s both focused and impactful.

2. Select an Appropriate Task

Choose a task that is challenging enough to require explanation but not so difficult that students become overwhelmed.

When teaching students how to express amounts as a percentages, I always make sure that I initially use numbers and contexts that are easy to understand. For example, ​“Out of 50 students in a class, 20 prefer online learning. What percentage of the class prefers online learning?” This keeps the numbers straightforward and the situation relatable, making it easier for students to grasp the processes required. On the other hand, a less accessible example would be: ​“A factory produces 13,482 widgets in a month, and 5,679 of them are defective. What percentage of the widgets are defective?” The large numbers can make the question feel overwhelming, and the unfamiliar setting might make it harder for students to engage with the problem. Keeping examples accessible and relevant can help students build confidence and understanding.

3. Script Your Thinking

While Think Alouds might appear spontaneous, the most effective ones are thoughtfully planned. Write down the steps you’ll follow to solve the task, as well as the language you’ll use to explain your reasoning. The EEF guidance stresses the importance of clear and consistent language to scaffold learning. Anticipate where students might struggle and plan how to address those areas.

Question:
A shop is offering a 25% discount on an item originally priced at £80. What is the final price after the discount?

In this question, I know my explanation should include clarity on what a discount is, what 25% is equivalent to, how to then calculate the discount and how to check my answer is correct

4. Integrate Questions and Prompts

Encourage metacognition by incorporating questions into your Think Aloud, such as:

Why am I choosing this strategy?
Does my answer make sense?
What other approaches could I take?

These questions not only model self-regulation but also prompt students to think critically about their own problem-solving processes.

The EEF has this useful tool to help frame these questions:

5. Engage Students in the Process

While the Think Aloud is teacher-led, remember to actively involve students. After modelling your thought process, invite them to discuss your reasoning, suggest alternative strategies, or apply the approach to a new problem. This interaction ensures they’re not just passive observers. For example, after completing the first step of adding fractions with uncommon denominators, you could ask students why you have started that way and any other approaches you could have taken.

6. Reflect and Adapt

Finally, reflect on how well your Think Aloud helped students understand the concept. Were they able to follow your reasoning? Did you address potential misconceptions effectively? Use their feedback to refine your approach for future lessons.

Closing Thoughts

Planning a Think Aloud is about more than narrating your thoughts; it’s about equipping students with the tools to think critically and solve problems independently. As the EEF guidance highlights, this strategy builds the foundation for deeper learning by making abstract processes tangible and repeatable. Whether you’re teaching maths or another subject, a well-executed Think Aloud can enhance your students’ learning experience.

What’s Next?

• Try using a Think Aloud in your next lesson and reflect on student engagement.
• Explore more strategies in the EEF’s Metacognition and Self-Regulated Learning guidance report.
• Download the EEF’s Planning a Think Aloud Tool:

References:
Education Endowment Foundation (EEF). (2021). Metacognition and Self-Regulated Learning Guidance Report.
Education Endowment Foundation (EEF). (2022). Improving Mathematics in Key Stages 2 and 3 Guidance Report.