Metacognition

Metacognition, sometimes described as “thinking about your own thinking,” refers to knowledge about one’s own thoughts and cognitive processes as well as the cognitive regulation involved in directing one’s learning. Engaging in metacognition allows learners to recognize gaps in their knowledge or difficulty in acquiring new information, as well as to identify and integrate new knowledge into their existing cognitive framework.

The process of metacognition requires individuals to assess and monitor their learning, in addition to reflecting on their performance. Developing metacognitive skills can be as simple as asking students what they did to prepare for an exam, and whether, after seeing their exam performance, they would prepare differently for the next exam. This can encourage students to think about their preparation methods and whether those methods are appropriate or useful.

Read about metacognition in How Learning Works, Chapter 8, Helping Students Become Self Directed Learners .  That chapter is built around the eighth principle: to become self-directed, students need to learn to monitor and adjust how they learn. It lays out a cycle in which students assess the task, evaluate their own strengths and weaknesses, plan an approach, apply strategies and monitor how they're doing, and then reflect and adjust. Beliefs about intelligence and learning (fixed vs. growth mindset) are discussed there too.