Metacognition is the process of “thinking about thinking,” or reflecting on personal habits, knowledge, and approaches to learning. While applications of metacognition in the context of learning enjoy a long history, psychologists William James, Jean Piaget, and Lev Vygotsky theorized the role of metacognition for modern education (Fox and Risconscente, 2008). Their views on metacognition differed: James focused on “Self” and inward looking, Piaget elaborated on theories of metacognitive reasoning, and Vygotsky tied metacognition to consciousness. All three underscored the value of metacognition for intellectual growth.
In higher education, metacognition is valued for the ways it charges and motivates students with self-regulation of their learning, and enables transference of skills and content through reflection and abstract comprehension. College instructors can support student metacognition through various active learning techniques, learning frameworks, and opening / closing class exercises that encourage them to reflect upon and monitor their learning.
Examples
At the end of class, an instructor passes out index cards and asks students to list their “muddiest point” from class that day. The instructor collects the index cards and begins the next class summarizing the most confusing points identified by the students. The instructor alters instruction to address these points and asks students whether they remain points of confusion.
Students turn in an essay assignment. After they receive their grades, they are asked to review the steps they took to develop the assignment, identify what was most and least effective, and consider how they could improve their writing in future assignments.
Students receive back a graded exam alongside an exam wrapper that asks them to write about how they studied, what content came easiest and hardest, what question formats were easiest and hardest to answer, and how they plan on bolstering their weaker areas of knowledge.
