What is Metacognition?

Let me set the scene…

Have you ever spent hours upon hours studying for a test, only to get a grade that was lower than you were hoping for? You may have felt that there was no explanation as to what went wrong. You aren’t the only one. Sometimes, information just doesn’t seem to “stick” how we expect it to.

Defined by Dr. Lauren Scharff: “Metacognition is the use of reflective awareness to make timely adjustments (self-regulation) to behaviors that support a goal-directed process,” (2023). Users of metacognition can analyze their thought process and adjust their strategies to set themselves up for success. It allows learners in situations across the board to become more active participants in their own learning.

Why Metacognition?

In many classrooms, including language classrooms, students are given little control over their learning. They might not be taught strategies that help them to “make learning their own” through self-regulation and reflection. This can lead to frustration as the student grows in their academic career and notices a discrepancy between their expectations for, and the reality of, their ability to take in new information, learn it, and reflect on that learning.

That discrepancy can be a result of many factors. Generally, educators want their students to succeed, and likewise students want to succeed in learning as well. The two-parties may not always meet eye-to-eye on all solutions, but the introduction of metacognitive strategies may allow for a “middle ground” where students can begin to feel that they are able to participate more actively in their experience with education.

Over this chapter, we will learn how to apply metacognition across a variety of subjects. We will also provide examples of how others have applied metacognition to enhance their learning outcomes to give you ideas on how to get started on your own journey with metacognition. The first step is to begin with an open mind…