EP 3: Digging Into the Data: Why Metacognition is the new Meta in Learning

Summary

What if one of the biggest keys to student success isn’t what they’re learning, but how they’re thinking about their learning? In this episode, we’re diving into metacognition—the science of thinking about thinking—and its powerful impact on student learning.

We break down its history, from its early roots to modern research proving that metacognitive strategies can significantly boost academic performance. We reveal how students who regularly reflect on their learning can improve their grades by 10 percentage points—and why self-regulated learning is a game-changer in the classroom.

Plus, we share practical, research-backed strategies educators can start using today, including pre- and post-assessment reflection, self-explanation exercises, and digital tools like Achieve and help support deeper learning. Tune in to discover actionable ways to help students take control of their learning, build confidence, and develop lifelong learning skills.

Today's Syllabus:

🧠 Introduction to Metacognition → 00:00:00
📜 The History of Metacognition → 00:03:14
📊 The Data -- how we know it works → 00:05:21
🏫 What this means for you and your class → 00:15:02

💡 Tip 1: Reflect Before & After Assessments → 00:16:16
🎯 Tip 2: Set Specific, Achievable Goals → 00:16:58
🛠 Tip 3: Use Digital Tools for Reflection → 00:17:32
🔍 Tip 4: Encourage Self-Assessment → 00:17:53
🗣 Tip 5: Have Students Explain Their Learning → 00:18:43
🚀 Bonus Tip: Break Down Big Assignments → 00:19:48

✨ What We Learned Today — A Brief Summary → 00:20:42

📖 Required Reading:
Here are links to the studies we discussed as well as some of the featured products.

Flavell, J. H. Metacognitive aspects of problem solving. The Nature of Intelligence, 231–236 (1976). Erlbaum.

Dignath, C., Büttner, G. Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning 3, 231–264 (2008). https://doi.org/10.1007/s11409-008-9029-x

Chi, M.T.H., de Leeuw, N., Chiu, M.H., LaVancher, C. Eliciting self-explanations improves understanding. Cognitive Science 18, 439–477 (1994). https://www.public.asu.edu/~mtchi/papers/Self-explanations94.pdf

Zimmerman, B. J., & Schunk, D. H. (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research, and practice. Springer-Verlag.

Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Lawrence Erlbaum Associates.

Macmillan Learning. Goal Setting and Reflection Surveys Research Study Note (2024). https://community.macmillanlearning.com/t5/learning-science-research/goal-setting-and-reflection-surveys-research-study-note/ba-p/20553

About Achieve: https://go.macmillanlearning.com/achieve-commitment-to-education.html

Goal Setting and Reflection Surveys: https://go.macmillanlearning.com/rs/122-CFG-317/images/grs-research-summary.pdf

Office Hours:

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