Metacognition is a term used to describe the processes involved when learners plan, monitor, evaluate, and make changes to their own learning behaviors. It is often considered to have a positive impact on learning and is a teachable skill that can enhance student learning outcomes. Metacognition is a broad concept that refers to the knowledge and thought processes regarding one’s own learning. It involves self-awareness, critical analysis skills, and the ability to problem-solve. Key features of metacognition include:
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Thinking about thinking: Metacognition is often defined as "thinking about thinking". It involves reflecting on ones own learning experiences and processes in order to inform future progress.
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Self-regulation: Metacognition is a form of self-regulation that allows students to take control of their own learning. It involves recognizing ones own cognitive abilities, directing ones own learning, evaluating ones performance, understanding what caused successes or failures, and learning new strategies.
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Reflective thinking: Reflective thinking is a component of metacognition that involves the ability to reflect critically on learning experiences. It allows students to evaluate their own strategies and adjust their plans based on outcomes.
Metacognition is a teachable skill that is central to other skill sets such as problem-solving, decision making, and critical thinking. It can be fostered in students through various strategies, such as exit tickets, metacognitive activities, and promoting a growth mindset. Teachers can teach metacognition alongside subject content, rather than having specific "learning to learn" or "thinking skills" sessions. Metacognitive practices are useful for all learners from primary level upwards and can improve students academic achievement across learning domains.
