2048 and Metacognition

While attending the KTI Summit I was introduced to the 2048 game (www.2048game.com). It’s a game of logic where you try to combine numbers until achieving 2048. We learned how to play the game mostly through trial and error. Soon I could claim addiction, and even a couple of wins (but then you’re faced with the challenge of attaining 4096).

     

This week I shared 2048 with my parents.  At first I talked and explained which direction I was going to choose and why. In a short time we were conferring about the possible moves and their consequences. Then as I had them take over, we had a running conversation:

• “How can I get these two tiles together?”
•  “What will happen if I go left instead of right?”
•  “I am going to move up because…”
•  “I’m not going to move up because…”
•  “What do you want to do with these tiles?”
•  “What is a good strategy for clumping numbers?”
•  “Why might you want to keep your highest number in a corner?”
•  “I’m about to lose; do you see any way out?”
•  “Wow! Why didn’t I see that?”

We were thinking about our thinking and verbalizing these thoughts, and together we made wiser decisions and understood better our purpose and strategies for achieving our goal of winning.

“Thinking aloud” is an essential component in teaching students metacognitive practices; when we can teach them to verbalize their thoughts they become more aware of the processes that occur, and can consequently channel them to define purpose and develop strategic plans. Instead of teaching students information, we teach students how to learn for themselves.

I plan to use 2048 as a tool to show students the value of “thinking aloud” and of metacognitive awareness—I want to teach them to think about their thinking in order to move them toward independence in their learning.

Or perhaps I just want more excuses to play the game…