Cognitive Function and Learning Explained

Module Two

Metacognition

Goal: Students will understand metacognition, recognize its role in academic success, learn and apply various metacognitive strategies, and understand the connection between metacognition and self-regulated learning.

Essential Questions:

  1. What is Metacognition?
  2. How does it relate to learning?
  3. What strategies and practices are effective for metacognitive development?

Assessment Evidence:

  • Performance Tasks:
    • Complete a self-assessment
    • Create a list or visual aid of metacognitive strategies
    • Create an action plan
  • Supplementary Evidence:
    • Participation in class discussions
    • Complete self-rection writing activities or journals

Resources and Materials:

  • Module Two Slideshow/PDF
  • Brainstorming and writing tools (whiteboard, paper, pencils, notebooks, etc.)
Module Two Slideshow
Module Two PDF

Part One: Understanding Metacognition

Objective: Students will understand the concept of metacognition and its importance in learning.

  1. Have students take the Metacognitive Self-Assessment in the Module Two Slideshow/PDF.
  2. Engage students with a thought-provoking question: “What do you think about when you’re learning something new?”
  3. Discuss student responses and introduce the term “metacognition,” which is defined as thinking about one’s own thinking. Use the Module Two Slideshow or Module Two PDF to provide a visual aid. 
  4. Explore and discuss “Illusions of Knowing” and have students list and reflect on areas in which bias, perception, and memory may affect their daily living. 
  5. Resume regular class procedures. 

Note: Videos on metacognition can be found on YouTube. Some favorites can be found here or in the Module Two Slideshow.

Part Two: Metacognitive Strategies

Objective: Students will learn various metacognitive strategies to improve learning and problem-solving skills.

  1. Present a list of metacognitive strategies. The Module Two Slideshow and Module Two PDF provide examples and visual aids.
  2. Break students into small groups to discuss and brainstorm how each strategy can be applied in different learning contexts.
  3. Have groups share their ideas with the class and create a visual aid of effective metacognitive strategies.
  4. Students will determine what strategy to implement in managing their individual coursework for the remainder of the day/week. 
  5. Resume regular class procedures.

Part Three: Applying Metacognition

Objective: Students will complete a CBT-inspired exercise to start the initial process of creating a metacognitive action plan.

  1. Use the “Metacognitve Master” example in the Module Two Slideshow to discuss effective ways to apply metacognition.
  2. Students will complete the Advice from Your Future Self activity found in the Module Two Slideshow/PDF.
  3. Optional: Discuss how self-reflection can be a helpful practice in academics as well as other areas of life.
  4. Resume regular class procedures.

Part Four: Metacognition and Self-Regulated Learning

Objective: Students will understand the connection between metacognition and self-regulated learning.

  1. Using the Module Two Slideshow/PDF, discuss the concept of self-regulated learning and explain how metacognitive strategies contribute to students’ ability to take control of their own learning process.
  2. Provide examples of self-regulated learners using the Metacognitive Case Study in the Module Two Slideshow/PDF. Discuss how they apply metacognition to set goals, monitor progress, and adapt strategies as needed.
  3. Have students reflect on their own learning experiences and identify areas where they can improve self-regulation through metacognitive practices. Focus on identifying areas rather than creating a plan or finding solutions. The planning process will proceed in Part Five. 
  4. Resume regular class procedures.

Part Five: Metacognition and Academic Success

Objective: Students will recognize the role of metacognition in academic success and develop a plan for incorporating metacognitive strategies into their study routines.

  1. Lead a discussion on how students can integrate metacognitive strategies into their study habits, test preparation, and problem-solving approaches.
  2. Guide students in creating personalized metacognitive action plans, setting specific goals, and outlining strategies for implementation.
  3. Conclude with a reflection activity in which students share their action plans (individually or as a group) and explain how they will apply metacognition in their academic and personal pursuits.
  4. Resume regular class procedures.
next module