‘Thinking about thinking’: What is metacognition

Ever caught your learner staring at their homework like it’s written in ancient code, and then they suddenly shout, ‘Ohhh, now I get it!? That moment of realisation is magic — but it’s not magic at all. It’s metacognition at work.

Before you run off to research that word, take a breath — it’s simpler than it sounds. Metacognition is the skill of learning how to learn. It’s what happens when learners don’t just do the task — they think about how they’re doing it.

Let’s unpack this in plain English — and explore why understanding it could make a world of difference for your learners.

What is metacognition?

The word metacognition literally means ‘thinking about thinking’. It’s the ability to step back and notice what’s going on in your own mind — similar to watching a movie of your own thought process. Psychologist John Flavell first coined the term in the 1970s, describing it as ‘knowledge about one’s own cognitive processes’.

In other words, metacognition is when learners ask themselves:

• Do I understand this?
• What strategy should I use?
• Did that work?

It’s a self-reflective loop — plan, monitor, evaluate — that keeps learning on track. Teachers often call it the ‘inner voice of learning’. Parents might see it when a child pauses mid-task and says, ‘Wait — I think I need to reread that part’. That pause? That’s metacognition in action.

Why it matters more than ever

Modern learners don’t just need facts; they need to know how to use facts, how to problem-solve, and how to adapt when they hit confusion or failure. Metacognition turns learners from passive receivers of information into active, strategic learners.

Studies show that learners who use metacognitive strategies outperform their peers — not because they’re smarter, but because they learn better.

For example, the OECD’s 2014 report Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies explains that teaching learners skills can greatly improve their school results, including how well they do in maths.

In the PISA 2018 Assessment and Analytical Framework, metacognition is identified as one factor that can predict how well learners do in reading. Other factors, like motivation and study habits, also play a role.

Researchers also found that children as young as 2 ½ to 4 ½ years old are already beginning to ‘think about their own thinking’. By around 3 ½ years, they get better at judging how sure they are and choosing when they need help. Children who were better at judging their confidence early on also had stronger memory skills by age 4 ½ years. This means that young children develop these self-thinking skills earlier than expected and helping them notice when they’re sure or unsure can support their memory and learning (Gardier & Geurten 2024).

When learners develop metacognitive skills, they’re not just learning content; they’re learning how to drive their own learning.

Two big parts of metacognition

Think of metacognition as having two halves:
 

1. Metacognitive knowledge — ‘What I know about my thinking’

This includes:

• Knowing your strengths and weaknesses (‘I remember visuals better than numbers').
• Knowing what strategies exist (‘I can make flashcards or draw a mind map’).
• Knowing when and why to use them (‘I’ll use a timeline for history because it helps me see order').

2. Metacognitive regulation — ‘What I do about my thinking’

This is the action piece:

• Plan: ‘How am I going to tackle this task?’
• Link: ‘Have I done something like this before?’
• Do: ‘Is this method working?’
• Review: ‘Did I achieve what I wanted? What will I try next time?’

Learners who master both become self-aware problem-solvers instead of instruction-followers.

The benefits: Beyond the classroom

Metacognition isn’t just an academic booster – it’s a life skill. Here are some additional benefits it unlocks:

1. Better problem solving

When learners recognise confusion, they can fix it. They learn to troubleshoot their own thinking rather than give up or wait for rescue.

2. Greater independence

Metacognitive learners don’t just ask, ‘Is this right?’ — they ask, ‘Does this make sense?’ That shift builds confidence, self-direction, and independence.

3. Improved memory and long-term retention

When we reflect on what we’re learning, we create stronger neural pathways. By planning, monitoring, and evaluating, we strengthen the retrieval (bringing information back from your memory or remembering something you learned before) and encoding (taking in new information and turning it into a memory so you can store it in your brain) processes that build long-term memory, which is also known as longitudinal memory.

Think of it like building a bridge:

• Without metacognition, information floats by like clouds.
• With metacognition, learners anchor it with structure — making it easier to recall later.

This is why techniques like self-testing, summarising, and teaching others (all metacognitive strategies) dramatically improve memory retention.

4. Emotional regulation

Metacognitive awareness helps learners notice frustration early and reframe it — ‘I’m not bad at this; I just need a new approach’. That builds resilience, patience, and a healthier relationship with challenge.

How it develops over time

Metacognition grows over years of nurturing and modelling. Even young children can start developing early forms of it. For instance:

• A toddler saying, ‘I can’t do it yet — I’ll try again’, is showing basic self-monitoring.
• By primary school, children can reflect on which study methods help them remember spelling words. They may start developing more positive talk and say ‘I’ve got this!’ or ‘I can do this!’
• By adolescence, they can plan revision schedules, predict test questions, and adjust their strategies independently – some learners may be able to do this earlier, whilst at primary school.

It’s a developmental journey — and the adults around them play a crucial role in guiding it.

Helping learners build their metacognitive muscles

You don’t need fancy programmes or neuroscience degrees to teach metacognition. What learners need most is language, modelling, and reflection time.

Here are some fun, practical ways to weave metacognition into everyday life:

1. Think alouds

Model your thinking process out loud. ‘Hmm, this word looks tricky. I’ll try breaking it into parts… oh, that helped!’ This shows learners that thinking isn’t silent — it’s active, flexible, and fixable.

2. Ask reflective questions

Swap yes/no questions for ‘how’ and ‘why’ ones:

• ‘How did you figure that out?’
• What could you try next time?’
• ‘What part was tricky?’

It encourages learners to name their strategies/methods — which makes them more likely to reuse them.

3. Celebrate the process, not just the product

Instead of ‘great grade!’, say ‘I love how you checked your work — that’s a great strategy/method’. This shifts praise from talent to thinking, reinforcing that effort and reflection matter.

4. Encourage journaling or ‘learning diaries’ after a lesson

Ask learners to write quick reflections after a task:

• What went well?
• What didn’t?
• What will I change next time?

Over time, they’ll start doing this mentally without prompts.

5. Use memory-building tools

Metacognition supercharges memory when paired with smart strategies:

• Retrieval practice: quizzing themselves instead of rereading notes.
• Spacing: revisiting material over days, not cramming.
• Elaboration: explaining ideas in their own words.

All of these are metacognitive because they require awareness of how one learns best.

A mindset for lifelong learning

Metacognition isn’t just for school — it’s for life. It helps us reflect on how we parent, teach, work, and even manage emotions.

As adults, we use it when we:

• Plan a project, realise halfway we need a new approach, and adjust.
• Reflect on what worked (and didn’t) in our teaching week.
• Recognise when we’re overwhelmed and pause to reset.

When we model that thinking out loud, children absorb it. So next time your learner hits a learning wall, don’t just hand them a ladder — hand them a mirror. Help them see their thinking. That’s where the real growth begins.

Final thought

Metacognition isn’t just another education buzzword. It’s the engine that powers curiosity, problem-solving, and memory. It’s the secret ingredient behind the moments of realisation that turn confusion into confidence. So go ahead — introduce metacognition into your lessons, your dinner table chats, and your bedtime stories. You’re not just teaching facts — you’re teaching minds to understand themselves. And that, truly, is the smartest thing we can teach.

Anoara Mughal is an experienced primary school teacher and a school leader spanning 20 years. She is a metacognition specialist, providing consultancy services to schools and educational establishments/companies. She also works across key stages, including KS3 (lower secondary) and KS4 (upper secondary) in an alternative provision in East London.

After the initial success with her first book,Think! Metacognition-powered Primary Teaching, she is due to have a second book published in June 2026, called Metacognitive Teaching. You can follow her @anoara_a