Take 2 for Teaching & Learning - Why Metacognition Matters: The importance of helping students learn how to learn

Metacognition, often described as “thinking about thinking”, is the process by which learners become aware of and take control of their own learning. It involves two key components: metacognitive awareness, which is the understanding of how one learns, and metacognitive control, the ability to plan, monitor, and adjust learning strategies (Mayer, 2011). In higher education, developing metacognitive skills helps students bridge the gap between what they know and what they need to know, fostering greater self-direction and academic independence. 

Promoting metacognition enhances deep learning over surface memorization and supports the transfer of knowledge across disciplines. By explicitly teaching students how learning works and helping them recognize their own learning processes, instructors empower students to become more intentional and reflective learners, an essential step toward lifelong learning. 

Effective teaching for metacognition integrates structured reflection and feedback into coursework. Faculty can allocate class time for metacognitive activities such as guided reflection before, during, and after learning tasks (“What do I know?”, “Am I understanding?”, “What worked?”). Metacognitive strategies also include journals, exit tickets, midterm feedback, and “Think-Pair-Share” exercises. Discussing the value of metacognition openly, modeling reflective thinking, and encouraging students to revise study methods after assessments also further reinforce these habits.

Ultimately, fostering metacognitive awareness equips students with the tools to take ownership of their learning, adapt strategies for different contexts, and continuously improve their academic performance, skills that extend well beyond the classroom. 

References:

“Activities for Metacognition.” Activities for Metacognition | Learning Activities | Teaching Guides | Teaching Commons | DePaul University, Chicago, resources.depaul.edu/teaching-commons/teaching-guides/learning-activities/Pages/activities-for-metacognition.aspx. Accessed 24 Oct. 2025. 

Ambrose, Susan A., et al. How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass, 2010.  

Hall, Shane. “Metacognitive Teaching and Learning Activities:” Metacognitive Teaching and Learning Activities, teaching.uoregon.edu/sites/default/files/2020-12/tep-metacognitive-techniques_2020.pdf. Accessed 24 Oct. 2025.  

Mayer, Richard E. Applying the Science of Learning. Pearson/Allyn & Bacon, 2011.  

Santascoy, Nicholas. “Promoting Student Metacognition.” Teaching Commons, 7 June 2021, teachingcommons.stanford.edu/news/promoting-student-metacognition.  

Tanner, Kimberly D. “Promoting student metacognition.” CBE—Life Sciences Education, vol. 11, no. 2, June 2012, pp. 113–120, https://doi.org/10.1187/cbe.12-03-0033.