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It is thinking about the ways in which learn better so we can improve our academic performance.

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it is about realizing what Works and what doesn´t.

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I tend to think and talk about metacognition using really silly camera metaphors and analogies about zooming in and out. A significant numbers of students where I teach tend to consume their education passively and building metacognitice practices into our classroom goingson disrupts this.

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I tend to panic when faced with new ways of thinking or approaching a task.

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I tend to feel a bit lost when I don't understand the rules or expectations of a task and it takes me awhile to acclimatise to a new way of doing something. At school this often made me feel stupid. As an adult, I'm used to this feeling, and know that I'm someone who doesn't feel confident until I have a sound grasp of an idea, while there are many others who are more comfortable talking about things they might only have a superficial understanding of. I use this to remind me that when my students look lost or unsure, it isn't a bad thing necessarily, and that recognising you don't really understand something is often one of the most important steps in changing that.

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Metacognition is thinking about thinking , it is the way that helps to recognize your strengths and weeknesses, to realize your responsibility to impact on others as well as the community. It helps to plan your learning, to monitor it and understand what you have to improve and what ability to extend. It is self reflection.

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Metacognition is thinking about thinking , it is the way that helps to recognize your strengths and weeknesses, to realize your responsibility to impact on others as well as the community. It helps to plan your learning, to monitor it and understand what you have to improve and what ability to extend. It is self reflection.

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I learn best when I have examples, when I immediately practise what I learned. The most difficult moment for me at school was when I had to learn Chemistry and Physics theoriticaly without any experience and work in the Lab. The most exciting moment for me in school was the PE lessons as I adored playing and my French when we were learning new words by songs .Unfortunately, I thought how I learn very late, because I was used to learn everything by heart and later I understood that it is the practise that  helps me to learn. When I understood how I learn, I changed the way many thigs I was doing in and began to experience , to think about what I am doing and do I need it or not.

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I learn best when I have examples, when I immediately practise what I learned. The most difficult moment for me at school was when I had to learn Chemistry and Physics theoriticaly without any experience and work in the Lab. The most exciting moment for me in school was the PE lessons as I adored playing and my French when we were learning new words by songs .Unfortunately, I thought how I learn very late, because I was used to learn everything by heart and later I understood that it is the practise that  helps me to learn. When I understood how I learn, I changed the way many thigs I was doing in and began to experience , to think about what I am doing and do I need it or not.

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It helped me to revise what I learned, understood about metacognition, agency, to define it and also is a good feedback about my school years

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I agree that metacognition is thinking about thinking but also being aware of what you are feeling (awareness), being aware of what the other is feeling (empathy), and knowing what to do about that information (agency). It is important in my context or any other context because education is rapidly changing that the "traditional" way of teaching may not be the best way of teaching anymore in the 21st century. We now have to be "transformative". In an age where information is readily available, we have to focus on how to equip students with the skills on how to deal with these information in a way that will be relevant to them and their own contexts.

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I learn best when I can think of a way I can apply what I'm learning in a real life scenario. I always found myself asking "whats this for? whats the point?"

This has supported my own growth because I think everything I learn is something I can think of applying somewhere in real life. And really, I think that is the point of learning and education.

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I disagreed in some points of the articles and the videos in the previous page but it made me realize that we really have to have a wholistic and relevant view of how we equip students in processes information. I think there really is a shift in education now and that is the direction we are going into.

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Metacognition helps everyone to think about its own learning. It helps teacher to perform, but also students to adapt their learning to new problematics, situations and contexts, with new methods and different materials.

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Real-life scenarios are the best, but what really matters is to involve the learning into a concrete process, that includes other topics. Interdisciplinarity is the best way to get the students involved, implicated through the lesson !

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The definition that fits best is: thinking about thinking. I am a Person who thinks a lot, maybe a bit too much and often. Sometimes you should just do something. My students are each very unique. Well, i know everyone is unique, but i spend a lot of time with them, so i am aware of their specific uniqueness. Some of them think a lot about their learning, some are very critical about their work. Others are Not at all, i Need to help them More!

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I learn best when i am awake, alone and concentrated. When i know what i have to do, i am very efficient and fast. I usually unterstand things pretty fast, but i have to be in the right mood to study. The most exciting time in school was during my Exchange Programme. It was also the hardest time. First i did Not unterstand anything. Everything was so different and i could Not say what i wanted to. This experience made me free, i was Not Shy anymore and started to believe in myself...it changed me

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I think of metacognition as the ability to see (from a more or less objective perspective) our thinking (which is typically subjective). We are usually held by our thinking, like a fish in a fishbowl. When we get metacognitive, we're able to view the fishbowl from the outside, to see how its shape is influencing the movements of the fish.
As a teacher educator, this is a critical concept to me, since so much of adult learning is actually UNlearning (or relearning with greater nuance). Teachers must be able to step outside of and analyze their own schooling and learning experiences in order to make *intentional* decisions about their teaching - else they just duplicate whatever they, themselves, experienced.

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I think of metacognition as knowing what I need to do and how I need to do it in order to get where I want. Kind of like a personal plan on how to achieve my goals.
It is important to me since I always like to learn new things that are outside my daily schedule which makes me really plan and focus on how I am going to do it.

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I learn best when I am working alone and can fully concentrate without interuptions on my task. The most difficult time in school for me was at the end of my thesis because I had been working so hard for 5 years and I started feeling my energy was running out. It made me realize that when I am interested in the task in front of me I can learn in my best way, to spend a lot of time working and concentration on my work.

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I'd define metacognition as understanding how you learn best. In my opinion, this is something that's important for every person on the earth - regardless of context, job, stage in life, etc. In order to understand what is going on around you, to learn from your world and environment, and, in my opinion, to enjoy life - it's important to understand how you understand things and how you can take in stimuli and experiences from your surrounding environment.

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I am challenged most when trying to remember facts and figures and to me, it seems no matter the medium (visual, audio, reading, writing, etc.) - it's challenging for me to remember little details like numbers and facts. I think I first realized this when I was taking a particularly challenging science course in high school and had to stay up all night memorizing things because they didn't seem to stick. Once I realized that this type of learning/subject (where you have to retain facts and figures) was challenging for me, it actually helped my growth because I tried different strategies, and ultimately made choices about what classes to take, things to study, etc. based on this knowledge.

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Learning to learn requires being open minded and allowing the mind to explore  options and judging the best instead of being fixed and learning with bias

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Learning to learn requires being open minded and allowing the mind to explore  options and judging the best instead of being fixed and learning with bias

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Most times I am scared of failure.  I do not want to contribute to a discussion unless I am sure of what to say.  There is need to be open minded and undo fears in order to learn.

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Most times I am scared of failure.  I do not want to contribute to a discussion unless I am sure of what to say.  There is need to be open minded and undo fears in order to learn.

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Most often teachers are given CPDs to enable them make children learn, BUT very rarely do we think about enabling the teacher learn.  It is always assumed that the teacher already knows and so should tell the children.  Teachers also need to be taught how to learn.

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Metacognition to me is a heightened awareness of how a person learns something. For me personally, I have a passion for learning new things. I enjoy the process of acquiring new skills and knowledge through research and practise, through trials and errors. I didn't know it was called metacognition before this, to me it was more like a hobby and a thirst to learn new stuff. I've always seeked for difficult challenges, things that require hard work and perseverence, things that some people may think is impossible. I enjoy breaking it down to learn it myself and subsequently breaking it down to teach others effectively.

Chow Geh Tsung
5th Year Teaching Alumni
Teach For Malaysia

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Metacognition means thinking about, and understanding, how we think and learn. It matters because it enables us to be better, more efficient learners. I believe it also helps us to understand ourselves better, and those around us.

It matters where I live, because learning is often passive and there is generally minimal encouragement for students to own their learning. I love the ideas presented in the articles of encouraging students to think about how they best learn, reflect on their own practices, and then modify this over time to enhance their learning. Implementing these techniques into weekly lessons, and modelling them to students, is a great way to encourage students to understand metacognition and own their learning.

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There's time to think and process, when I'm not feeling pressured, when there's opportunity to practice the skills or discuss the idea...

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I learn best when I observe and practise

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I learn best when I observe and practise

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Each learning journey I embark on begins with seeing something really impressive. Then I will learn it by observation (seeing and listening), and most importantly by doing it shamelessly many many times, failing forward towards the eventual acquisition of the knowledge or skill.

I think I began to realise my learning potential and joy for learning in high school when I learnt a basketball move by observing a friend do it from afar. I then practised it until I was really good at it. That made me believe that I could learn anything as long as I know the proper technique and put in the necessary hours to learn it.

This has significant effects on my growth as a teacher.

In my first year of teaching, I was losing my temper a lot and could hardly build relationships with students. It was this understanding that I could learn anything that set me on a path researching and practising the best practices in classroom management. As a result, from my third year of teaching onwards I never lost my temper a single time during my lessons to this day and have been able to build really strog and meaningful relationships with students -- I am in my fifth year of teaching now and I conduct training for new batches of Teach For Malaysia Fellows in classroom management.

This awareness of my learning potential continues to push my boundaries to become the best possible teacher I can be. I am working on more effective teaching and learning strategies now.

Chow Geh Tsung
5th Year Teaching Alumni
Teach For Malaysia

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This gave me a better understanding of what metacognition means and also what agency and awareness looks like through Pooja's classroom.

Chow Geh Tsung
5th Year Teaching Alumni
Teach For Malaysia

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Meta-cognition is a Learning about our learning process that allows one to explore his/her strengths and weaknesses in order to get better. I think it is most important to me and my studants beacouse it gives them a way to constantly "look inside" rather then give up easly without thinking about what they can change next time. In my class I ask my studants to reflact their learning and working processes in verios opportunities individualy and in groups

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I learn best when I talk about the material with others.
The most difficult momet in school for me was to remain focus even when the meterial dose`t neturally interest me...
As I am a constant studant myself I often think about this metters and try to improve my learning behaviors. It helps me most of the time, although it is not easy. I think that understanding that helps me to understand my studants as well.

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I learn best by taking notes, think about on my own and then interact an discuss it with others. The most exciting moments in school for me was my biology lessons and through that thinking about my own learning: Our biology teacher always wanted us to really understand the topics and dig deeper - thats why he thought question based learning and wanted us as a class to discuss the topics. With that method i never really had to learn for a quiz or a test. That let me realize that a deeper understanding of a topic is way more important than just remembering. That gave me a lot of selfconfident and motivated me to learn for all subjects in school even more.

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I learn best by taking notes, think about on my own and then interact an discuss it with others. The most exciting moments in school for me was my biology lessons and through that thinking about my own learning: Our biology teacher always wanted us to really understand the topics and dig deeper - thats why he thought question based learning and wanted us as a class to discuss the topics. With that method i never really had to learn for a quiz or a test. That let me realize that a deeper understanding of a topic is way more important than just remembering. That gave me a lot of selfconfident and motivated me to learn for all subjects in school even more.

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Metacognition enables students to be aware about their own learning progress and evaluate themselves as a learner. This require high level of self awareness. I appreciate how the article from Education Endowment Foundation listed cognition, metacognition and motivation separately. In order for these to work, the willingness from the students must be strong. That willingness will then depends on the contextual support given by teacher to support personalised learning. It’s crucial not to feed or curate the watching materials to our students without actively thinking how they are going to learn. As educator, I must always think about the space for students to exercise their thinking muscles, reflect on the relevance of learning and to actively process how and why they can use it in their everyday lives.

This reaffirms my belief that the key to metacognition is to be aware and reflect on how to increase the willpower from the students to learn. “Will” the students learn? How to increase that will? It will be done through careful lesson planning and consistent approach in relating to the framework of relevance, personalised teaching and embodying values in learning.  Through these then, it will be easier to increase the awareness to learn about learning.

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Actor’s Training and Reflecting on Character Choices

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Actor’s Training and Reflecting on Character Choices

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The most memorable experience or rather how I slowly start to think about thinking was through my theatre training. When I was exposed to actor’s training and how the facilitators were asking (consistently) about reflecting on the choices  that my character has made or should have made on stage, my metacognition hat was constantly activated. Slowly, through improvisation and engaging with audience, my metacognition about acting choices also get faster and much more efficient. This makes me wonder if “Art” has this ability to ask its participants to reflect more about the process of learning and being itself. Will definitely want to explore more on this through my current practices.

~ Soonufat Supramaniam, Teach For Malaysia

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Besides the fact that good thinking produces high satisfaction levels in the learners (dopamine) and metacognition (as a procedimental knowledge of monitoring and evaluating our own mental process) leverages better thoughts, my experience has said to me that “being aware” of our thinking cycles makes a stronger autonomy and character in our students. ;-)

Another effect of metacognition strategies could be the opportunity we give to our students to reflect about there own mental process, and what kind of model and paradigms they are using to "understand" their context, putting them in the path of reflect on their identity.

Victor, Enseña Chile

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The most difficult moment in school for me was...

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The most difficult moment in school for me was...

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As a teacher, a tough moment for me it was when I had not a wider perspective of why and for what (purpose) I was doing those classes with specific contents determined by the national curriculum. So then, I realized that all my classes needed a clear connection to my students's goals and vision.

Vìctor

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As far as I can remember, this is one of the famous moto that our friend Socrates gave us.
It helps us to not finish in a bad situations.
I would add (as far as i can remember my pedagogic classes) that Vygotsky also told us that social interactions for kids are one of the best foundations of representations' building.

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I learn best when I write down the things that are said. I also have to put colors in the texte. Since I have a terrible handwritting, I have to re-write down the stuff in order to be sure to have completly integrate it.
The most difficult moment for me at school was when I couldnt understand a mathematic problem when I was 17. I flet terribly drustrated.
The most exiting moment in school was when I discover how to calculate the ratio of the perimeter and the area of a circle in primary school. Thanks to an amazing teacher who let us express our discoveries in classes and guided us as if the final outcomes depended only from us.

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For me metacognition is thinking about your learning and your actions, reflecting, making conclusions and applying it to your future. Actually, for me it's a personal growth. Metacognition is really important for me as a person but also it's very important for me as a teacher. I think that people would be much more happier, they could achieve and change a lot of things in their working environment if they could reflect their experiences and learn form them. I would like to see my students as persons who not only can reflect on their learning or work but they can teach others to reflect as well. I think this is really important if we want to change our country's future.

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I learn best when I want to, when I'm motivated and have a sense of ownership over my learning. Also, when I don't feel tied up by expectations or evaluations. The most difficult moment in school was probably writing my thesis, because I had never really learned to push myself during all of school, everything had come rather easily and I had mainly done exams (as opposed to projects, essays etc), but having to create something big on my own and not being able to quit before it's actually finished was quite gruesome. The most exciting moment in school was first learning philosophy and art history in high school - some new worlds opened up. I thought about how I learn in high school and university when I did a lot of exams and had to memorise things. Reflecting on how I learn has given me self awareness and made me realise that some things come quite easily to me, however I have learned later in life that this does in no way make me a happier or more productive person.

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I learn best when I set learning goals. The most difficult moment in school for me was and it is when I reflect on my teaching methods and their efficiency. And I understand that those reflections are the integral part of my teaching practice it's just sometimes those questions "am I in the right way" or "is it really what the students need" that are difficult for me. But once again, deep reflection is never easy and it leads to a better future. The most exciting moment in school for me was and is to see my students HAPPY, MOTIVATED and   INDEPENDENT in their learning process. I feel really happy to hear hoe they learn to reflect themselves as learners, to set their goals independently.  I think that the first time when I really thought about how I learn was at the university when I had a lot of material to learn and I needed to decide how I am going to cope with this. Yes, it supported my growth very much because I started to know myself better. I actually started to listen to myself and to make decisions accordingly.

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Metacognition is stepping back while learning, and looking at oneself as objectively as possible. The "zooming in and zooming out" metaphor that someone here used previously clicked well with me - better even than "thinking about thinking".
Metacognition is very important in my context because I see that a lot of the time many of my students feel "handled" by school, they feel like things are being done to them and they are put through different activities and exercises, but they are not active participants in it. Sometimes it is really difficult to get students to take interest in learning something that I am certain they will need in life, and to get them to set goals, and metacognition is what will allow them to be mindful and happier, as well as achieve better academic results.

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Metacognition is one of the fundamental skills to be developed in people, allows self-knowledge, the discovery of attitudes and the valorization of identity for the achievement of both individual and common goals. Metacognition is developed through the learning process in different ways, school and school age provide the space and time to focus on it.

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Metacognition is knowledge about the learning process itself. It is essential for both students and teachers to account for the diversity in these processes to improve teaching.

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It is very interesting to work as a transversal axis on metacognition, taking the process of thinking as a fundamental factor for teaching, not only through some activities.

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Metacognition is checking how comfortable I am with the way my mind tackles a learning task. That helps me learn in my most preferred way and helps me achieve my most preferred results

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I think I learn best when i can write and say loud things i have to remember ; The most difficult moment in school for me was when i was 13 and my english teacher in France said that i was unable to learn any langage just because i was not good at writing in english ; The most exciting moment in school for me was when i was the first gratuated in my family (my parents were very proud, they had to work both when they were 14.
I have thought about how I learn when i realised i was teaching in my bedroom to my teddy bears. It's 10 years later that i realised that i was made to become teacher.

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Metacognition and self-regulation approaches aim to help pupils think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring and evaluating their learning. It's not something i really used as teachers, but as coach at Teach for Belgium, i used it a lot with my teachers. When they have a problem in class, it's interesting to "go on the balcony", have a look from above the situation and think about it and find stategy to face and solve the problem.

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Empower students to be more active and efficient in their own learning process.

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Empower students to be more active and efficient in their own learning process.

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It is critical to build student's ownership of their own learning process and teaching them metacognition strategies will allow them to reach higher order thinking levels which will then allow them to become independent learners

Trang Hoang - Teach For Vietnam

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Yes, metacognition is an essential part in my teaching process and my students’ learning process. This helps me to understand how my teaching strategies can be adapted to meet all students’ dispositions. For instance, students who like to promote public speaking skills can be ‘a chair person’ (while debating), or those who like to write their poetry can do so in literature classes and present it to their friends.  Further, metacognition has also provided me with a broader insight into the Bedouin community in the Negev, especially in the unrecognized villages. The lack of infrastructure and electricity in these villages have a direct impact on motivation, performance, and social skills. Understanding the context, its history and challenges, has incredibly changed my approaches towards students coming from these places. To illustrate my point, some contents are adapted to meet students’ environment and world views, so they can relate to.

On the other hand, training students to think about their thinking can result in a higher academic performance. In my English classes, in the end of each semester, students are asked to reflect on their learning outcomes and check if they have met them, and WHY they could not achieve their goals- in a case they have not. Students are usually requested to state points for reinforcement and points for refinement. As for refinements, they are told to think how this can solved for the next semester.

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I learn best when by listening and discussions. Engaging in a one-to-one conversation helps me the most. The most difficult period in school was the feeling of an “outsider”, this was mainly because my socio-economic background at that time. But the most exciting moment in school was when I received the highest grade in Arabic in the district.

I started being conscious of how I learn last year in my master’s degree. It extremely supported my own growth both academically and socially.

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I would love to get more practical tools on how meta cognition can developed among students :). I have already implemented that, but enhancing my strategies would absolutely maximize their progress. Any thoughts fellow teachers :)

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To me it is about constantly asking questions to yourself while you are taking on an assignment. Questions like: What is the assignment and what am I expected to do? What tools do I need? Have I done assignments like this before and how did I succeed? What did I do to succeed? What are the obstacles and how can i overcome them? It is also about identifying your mistakes and learn from them.

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-I learn best when i am given time to process and reflect, especially with others. I need to thin for myself, then interact with others and after that go back to reflecting on my own. I also learn best when i read or discuss with others instead of just listening.
-The most difficult moment in school for me was when the teacher had a presentation or showed us a film, let us read a paragraph and then asked me to directly reflect or answer a question without giving me time to process.
-The most exciting moment in school for me was when we worked with projects in groups over longer periods of time.

I often think about how i learn. I am not very audiotory which means that I have a really difficult time learning from just listening. I reflect on this everytime I have to sit down and listen to a presentation.

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Metacognition is when students are aware of how they learn  and they are able to choose the best learning strategies for planning, monitoring, and evaluating their learning. Students will be able to effectively finish tasks and achieve successes with and withoit the support if the teacher. They will be able to assess their plans and figure out wht was successful and what was delaying in their strategies. This is so importamt for students because it can be a tool for them to learn more about topics they like on their own which will also help them determine their paths and take the right life decisions through learning, evaluating and reflecting on their choices. I teach my students thinking strategies to help them acquire the steps and choose the skills suitable to think correctly about a new topic and dig deaper in all its aspects to be able to achieve th objectives.

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Manar Hammoud, Teach For Lebanon

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I learn the best when I discuss what I know with others. It is a great chance to see one tgings from different perspectiveand to correct misunderstandings.
The most difficult moment in school for me was my first day.
Tge most exciting moment in schoil for me was the first time a student trusted me with his problems.
I have always thought of the best process I need to learn, yet tge most effective strategies I start learning them back in university when I had tge chance to explore my skills and make errors ans correct them. I am still learning and everyday brings me closer to my goal. I learn from my students when I see what strategies affect them. I learn from reflecting on my successes and failures.

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Metacognition - it is thinking about one's thinking.
As big part of our thinking is automatic and very often we don't control our thoughts. It is essential that we learn to notice our thoughts and the way we think. This helps us to get to know our strenghts and weaknesses, our goals and obstacles achieving them. And it helps me to teach my students and to support new teachers on their way.

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I learn best when I feel that the subject is strongly linked to me. I learn best when I can read or listen and take notes and then answer or make some question and reflect how that affected me.
The most exciting moment in school was when my teacher ask us to write down the conditions I need and that support my learning and then we had to compare those conditions to those we had in our school. This was the first time I thaught about my learning.

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I understand metacognition as learning to learn. It involves thinking about learning, knowing of and being able to use different learning strategies, reflecting one’s own learning, all in all managing one’s own learning in the most effective way. Thinking and learning about metacognition has a great value for me as a mentor and also as a teacher. My work is closely connected to teaching low-achieving students, often from socially disadvantaged communities and families. These students need to be deeply engaged in their own learning to feel motivated so the common teacher-giving-the information-to-students way of teaching often doesn’t work. I believe that what these students need most is to take ownership for their own lives, to build self-confidence and learn growth-mindset - and I feel learning by doing (meaning doing this as early as in primary school, having to actively participate) is the best way how to learn this.

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From what I remember I’ve always liked learning. I used to highlight texts, color the notes from the lessons, write my own personal notes (even in the books - in this way my books are often hardly usable to other people), make my own mnemonic tools to remember world capitals, physics formulas etc. It gave me confidence that I could help my classmate who had problem to focus on learning. The most difficult for me was when I couldn’t pass these techniques on my students as a teacher. That was a moment when I understood I needed to find other techniques and tools,  different to the ones that’d suited me. That’s also what I’d like to learn in this course.

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Personally, I usually think about how I learn when I try to learn something. (Something new, something I like or enjoy, or even something that is hard for me to understand - I have my own way of trying to understand them.)

For now that I'm a teacher, these thoughts usually flash up when I try to find the way to suit my lesson to my students' learning. Sometimes, being back in their shoes (thinking back as when we were kids) helps me a lot. Although I understand that different students have a different style of learning, it's still a good start of trying to understand them.

Chayart Kasatepibal (Ann)
Teach for Thailand

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At first I thought meta cognition is about learning how to learn strategies that we should teach the kids in order to help them learn more effectively. Also, I thought I connect it more to awareness than to agency. From what I understand now, it is also about thinking about thinking and making conscious decisions about how you approach new tasks. What I liked best is that meta cognition is what helps you transfer what you know to new situation so that you can cope with more complex challenges. When I think of the above, I think that in our context we tend to focus on limited number of learning strategies that we call meta cognition. We have a lot to learn here. Additionally, our educational system in general focus a lot on repeating what’s in the textbook so the meta cognitive skills are left out of the curriculum. So I think we should explicitly model meta cognitive skills for our participants and help them teach  them to the students.

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Just a quick reflection that today, as usually I'm planning my lessons for the whole week and I feel that I already think more about metacognition in my classroom and I plan the activities according to some ideas that I've red or saw in the video. That's really nice! Thanks:)

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Metacognition is thinking about the way we learn. It would be so great if we can choose the way we learn by ourselves, since we usually learn the best in our own way.

In my context, there aren't many opportunities for the students to choose the way they best learn. Due to the fact that there are so many students per a teacher in a class, most of the lesson plans are planned for once and used for all. Also, due to the limited time per class, teachers may not have a chance to have a dialogue or reflection with students to encourage student's metacognition.

Chayart Kasatepibal

Teach for Thailand

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I learn best when I am provoked to create something with the new content and on topic I find interesting, write short notes on what I find provoking and discussing it with others.  I started to think about how I learn when I became a teacher and understood that people have different ways to process and work with with new content.

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Metacognition is recognize ourselves. It's very important for me and my students. For me without this we can't achive more success, because everything begins to get to know more about myselves and students.

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Metacognition is thinking about thinking, but above all, after all of the thinking process, to understand what is the best way to think and process the information. If a person is able to do this, she/ he will be able to break a lot of the barriers in acquiring knowledge. I think it is similar to an artist drawing a picture. While the artist is drawing the painting, she will pay attention to the details, this corner and that corner once in a while. After finishing the painting she will take a step back to look at her painting as a whole, to find satisfaction (hopefully) or to find where she can improve. Learning and thinking process works the same way. And the importance of this process is to always improve the next time. And when the learning and the thinking outcome improve, a person's capacity can definitely improve, leading to more self-confidence in learning.
Bearing this in mind, metacognition is very important for me since my students have really low-esteem and low motivation on self-learning. The reason for this is their failure most of the time they try to do something different or more difficult than what they are familiar with. Helping students to reflect on their learning and recognizing how can do better the next time will help to create the self-learning motivation for my students.

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I learn best when I know how I learn. The most difficult moment in school for me was the begining when you didn't know eachother. The most exciting moment in school for me was contact of my students. 

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I learn best when I know how I learn. The most difficult moment in school for me was the begining when you didn't know eachother. The most exciting moment in school for me was contact of my students. 

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For me It was a very effective. I get to know more about metacognition, self-regulation and for me it was a motivated. Thank you

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I learn best when I learn on the job with hands-on experience. I realized this during college when I had the chance to take classes when my professors gave really good examples or visualization for the instruction part, then giving the follow up exercise that really helped to reinforce what I have learned before that. Or when I first became a barista at Starbucks. In the beginning, my supervisor tried to go over all of the process with me just through oral instruction. I really struggled with understanding and remembering those. However, there was another senior at the coffee shop who tried to go over each step with me while she was doing the task and everything suddenly made sense for me.
It is most exciting to learn something if it goes in rhyme (in music form or poem form) because I'm a music person.
I thought about my learning when I tried so hard to learn something (in the form of memorizing it) but still cannot actually remember anything. At that time, I started to go back to the moment when I just listened and watched my professor giving example and the information just automatically stuck to my head. That was the moment I realized I should pay attention to how I receive and process information most effectively. This has helped me to learn better and helped me to assist others to learn better.

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I have been using metacognition as one of the learner profiles. The skill to consistently find ways that help you learn or unlearn is a critical requirement in a collaborative learning space. I also use it during the induction phase of new faculty, who need to identify ways to unlearn obsolete practices.
I would like to share something on a lighter note that a student of mine shared with me once....
Mustafa, India

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All of the readings and videos really focus on saying metacognition is thinking about thinking but I personally feel that it is more about self-reflection. It is a more specific task than just to think.

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Yes, it did reinforce the idea to make metacognition as important strategy to give learners a meaningful control of their learning. However, since we are a low-cost private school, my team is struggling to have access to training & resources to develop metacognition and other important pedagogical tools in a sustainable way. But where there is a will, there's a way!
Mustafa, India

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I think continuous reflection on ideas and practices always a meaningful exercise for teachers. The variety of thoughts on this page is very enriching. I only wish we discuss this more intensely with experienced practitioners and have access to a collective repository of resources. Thanks a lot.
Mustafa, India

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Thinking and reflecting the thought process of learning and doing to manage the learning more effectively is Metacognition.
Yes it is very important in our context where managing the thinking process is one of the biggest challenge which is being obstacle to control and decide the type of learning that student want to learn for best outcome.

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I usually think about how i learn. Sometimes i pick a pattern of my learning in different factors. i also once thought that i could best learn by teaching during my college days when i used to tutor my friends in hostel.

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It was reflection of the thought process. and i love this.

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As a professional, I've become especially interested in how my thinking and learning shifts as context changes (e.g., where I am, who I'm with, my level of comfort/familiarity with a subject, etc). This awareness of how my mind processes the world around me -- and, as a result, my ability to distill learnings from it -- is constantly shifting and has made me more aware of the ways I code switch behaviors AND modes of thinking. As you'd imagine, it's incredibly useful when designing learning experiences for teachers who, themselves, are charged with designing learning experiences for students. Embedding structured opportunities for teachers to think about their own thinking/learning during PD makes them realize the importance of building in the same opportunities for students in their own classrooms.

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I learn best when I'm curious about the subject I'm learning and/or the person from whom I'm learning it.

The most difficult moment in school for me was when teaching/learning felt scripted and compliance-driven.

I was rarely asked to think about the way I learned or thought about learning during my own schooling. Not surprisingly, I began thinking about how I learn when I became a teacher and was charged with critically assessing my own experience of learning and schooling to attend to the specific needs of my students. This was a pivotal and formative experience for me, and I regret that it came so late in the course of my formal education. Since then, one way this awareness has supported my growth is in my relationships. I'm constantly attentive to others' modes of thinking in my professional and personal life. Notably, it's called me to be a more active listener, which has made my relationships richer and more authentic.

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Metacognition, to my understanding, is the ability to step back and reflect on how mental processes happen in your head as well as being able to take advantage of your invidual characteristics, choose what suits you best in the process of learning or correct any falts ot biases if dicovered.
I think that metacognition is a crucial skill for modern people as our ever changing environment demands the ablity to learn and adapt all the time and developed metacognitive skills definitely enhance both our satisfation fron the process and the result.

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I learn best buy reading or listening and then assebling the new information in notes. Recently I found out about sketchnoting and I really love this way of taking notes, it promotes both deeper understanding and memotization. I also like to take part in duscussions, though I tend to get active toward the end them, for the most part I prefer to listen and  reflect on what I hear.
The most dificult moments in school for me were those in which teachers insisted on my sitting still, not fidgeting and not doodling.
I can't really remember any particularly exciting moments at school. All in all it was a positive experience for me as I found easy meeting all the requirements, but well, maybe, I'm not of a very excitable type :))
I guess I started thinking more seriously about how I learn when I was about to move abroud for a longer time alone and needed to learn German for that and I have been thinking about it ever since. The insights I get are very importnant as they help me to learn more effectively.

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Metacognition is finding your way of learning and owning it. It is important because this time, everyone learns in a way that best suits them. As we are all different individuals, we have unique ways of owning our learning and it is important that each of us maximize our learning experience for an effective study.

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I learn best when I discuss study contents with group members. Sometimes, I have to write notes and reflect on what I have written.

The most difficult moment in school for me was in Senior high school when i just couldn't grasp what Maths was all about. My Study timetable was also prepared by my school and it had to strictly adhered to. I just could not cope.

The most exciting moment for me in school was when my teacher had to explain concepts to us for us to write or make our own notes.

In University, I realised that writing my own notes helped me to better understand what my lecturers taught. Also, whenever I read before I go to to class, I'm able to understand better what I learn.

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Metacognition is thinking about one's thinking. 

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Metacognition is thinking about one's thinking. 

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But as Dylan Wiliam also talks about, it is how one makes sure to uses one's brain most efficiently, planning on how to learn. Metacognition is very important in my own context as I have pupils that have never been taught or told that they, on their own, can have an impact on their learning. Whereas some other student have very early on been taught that they have strength and weaknesses and can use this knowledge to plan their schoolwork to maximize their own learning. I want to give all my students this capacity.

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For myself, I have over my 23 years of studying learned that I cannot do a little bit here and a little bit there. I have to know that I have enough time to get into the right learning mode, and having enough time (preferably a few hours) to get productive (either in reading or writing). When I know I have time and the right mood, I can go in and out of focus very easily. It took me a very long time to realise this. Not until thing got challenging enough did I start to think about how i learn.

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Metacognition is exploring one's own learning process and making the best of it for one's own purposes.

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Metacognition is exploring one's own learning process and making the best of it for one's own purposes.

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MY style of learning has always been to first ask myself how can I be most effective when doing something and how to be purposeful about my learning. That is a mindset and a process that I am trying to do with my students now as well - it is a challenge to convince them to go above the task at hand, but the results they achieve when they do slowly change their minds. To me, learning about your way of learning is the most important task, and then you can learn whatever you want, because you already have the skills and tools with you. As Margaret Mead said: "Teach children how to think, not what to think."

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I realised when reading and watching the metacognition material that it does not always have to be that complicated to talk to my pupils about metacognition. A reflective question in the beginning or the end of a lesson can lead the pupils into metacognition.

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I learn best when I have the time to go deep, when I work together with somebody else to discuss and solve problems together. The most difficult moment in school for me was when I had to learn facts by heart without them being relevant or in context. I also had a really hard time speaking in public because I feared failure a lot. The most exciting moment in school for me were English and Math classes where I could work together with my classmates to solve problems, learn together and create on my own. I started noticing my learning strategies when I was preparing for state and university exams and this helped me a lot with being able to manage my learning.

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I've always been a very dedicated listener. I learn better and also love the opportunities to listen to someone who is an expert in a certain subject, who has a lot a experience and who can give me a clear logical explanation of a topic.
Opportunities when I had to stand up and speak in front of people always made me nervous and uncomfortable, but now I know that those were also important learning momentos for me as a person (not only as a student)

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I think metacognition is the ability to be aware of our thoughts, feelings and surrounding, in order to have a positive result on the decision making process. It is very important to me because the actual competitive world and life in general demand us to make decisions that affect ourselves and our surroundings, every day and in all situations.

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In my opinion, metacognition is all about being responsible for your own learning process. In my classroom, I am constantly facing students who are used to being an expector in the learning process. I really hope that learning more about metacognition can help me instigate students to be the owners of their learning process and capable of discovering that knowlegde comes from all different places around us inside and outside the classroom.

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I learn best when we make class discussions.
The most exciting moment in school for me was when we created projects to be presented to the whole school community.

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I learn best by understanding where a concept came from by reasoning, proving, demonstrating or connecting it to other things.

One example is my literature class where my teacher used to connect an author with the historic period that he was living in.

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I think that metacognition is intentionally think about how I learn best. It’s a conscious process of understanding where I want to get and what is the best way to achieve that. In my context, students don’t usually think deeper about their learning.

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For me, metacognition is the ability of being conscious of how I think and learn. In my context, this is important as it is linked with the autonomous learning: students need to become independent thinkers to reach an optimal level of reasoning and to use this in real life situations, which at the end is the most important purpose of learning: creating experience

Miguel Angel, Ecuador

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I have reflected on my own learning many times, when I have detected some circunstances that works best for my learning. For example, I remember that when I was studying Statistics, sometimes my friends and I met to study together, and I learnt difficult topics by listening to them explaining and discussing, and I internally contrasted my reading with their reflections. This has helped me identify in which circumstances it is more covenient for me to learn in group works, or individually.

Miguel Angel, cuadoe

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Metacognition is multifaceted.  I see it both being about learning to learn, but also about building a lifelong love and desire to learn, as well as valuing learning.  Inherent in this is a deep emotional connection as it requires someone to examine their own ability to share that they may be confused about something, or that they may have failed at something.  There's a great deal of self-assessment and building self-awareness in metacognition that's super important especially when considering how to teach it.  I think about metacognition in relation to my context through how adults approach learning.  I'm pretty well versed in TFA's Principles of Adult Learning, and overlaying metacognition on top of it helps me to see the various reactions I've gotten from external clients when I've offered identity-based or DEI-based development that may feel out of someone's comfort zone.

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Metacognition is multifaceted.  I see it both being about learning to learn, but also about building a lifelong love and desire to learn, as well as valuing learning.  Inherent in this is a deep emotional connection as it requires someone to examine their own ability to share that they may be confused about something, or that they may have failed at something.  There's a great deal of self-assessment and building self-awareness in metacognition that's super important especially when considering how to teach it.  I think about metacognition in relation to my context through how adults approach learning.  I'm pretty well versed in TFA's Principles of Adult Learning, and overlaying metacognition on top of it helps me to see the various reactions I've gotten from external clients when I've offered identity-based or DEI-based development that may feel out of someone's comfort zone.

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I learn best when I'm invested in the topic/content and the person who's delivering the content.  In K-12, if I didn't like a teacher/their style didn't resonate with me, I was not invested and didn't perform as well, even if I liked the subject.  As an adult, I've carried my learning over through my studies in Ayurveda and Yoga, and I know that I learn best now through immersing myself in study, then finding classmates to discuss my revelations with, and then having time with senior teachers to push my thinking forward even further.  I think about how I learn often especially because I've been surrounded by verbal processors much of my professional life at TFA, and I am not a verbal processor!

Nady Persons