With contributions from: Hollie Leach

What is Metacognition?

Metacognition is the ability to reflect on, understand, and manage our own learning. Instead of just focusing on the material itself, metacognition encourages students to think about how they’re learning. Are they using the right strategies? Are they making progress? Do they need to adjust their approach?

For tutors, metacognition is a game-changer. It shifts the focus from simply covering content to helping students become active learners who can reflect on their understanding, adjust their strategies, and solve problems independently. Imagine a student working through a maths problem: instead of just giving them the solution, you guide them to think about how they approached the problem, what worked, and what didn’t.

By helping your students become aware of their learning habits, you can guide them to be more strategic and independent. They’ll move from passive learners to active problem-solvers, ready to tackle challenges head-on. By helping your students become aware of their learning habits, you can guide them to be more strategic and independent. They’ll move from passive learners to active problem-solvers, ready to tackle challenges head-on.

The Three Stages of Metacognition

Metacognition happens in three key stages, each building on the last to create a complete learning process. Here’s a closer look at how these stages work and how you can bring them into your sessions:

1. Planning

This is where it all begins. Students need to set clear goals for what they want to achieve during a lesson or task. Planning involves thinking about the best strategies to use and creating a roadmap to tackle the challenge.

Example: At the start of a session, you might ask, “What’s one thing you want to feel more confident about by the end of today?” If your student says, “Fractions,” you can help them break down the topic into manageable steps, like simplifying fractions, converting between mixed numbers and improper fractions, and solving fraction equations.

2. Monitoring

As students work through the material, they need to keep track of their progress. Are they understanding the content? Is their approach effective? Monitoring is all about self-awareness and being willing to adapt when something isn’t working.

Example: While working through a practice question, pause and ask, “Does this method feel clear to you?” If your student hesitates, encourage them to explain their reasoning so you can pinpoint where they might be stuck.

3. Controlling

The final stage is all about taking charge of their learning. This is when students evaluate their understanding, revise their approach if needed, and make sure they’re retaining the material.

Example: At the end of the session, ask your student to summarise what they’ve learned. For instance, “Can you explain the steps to solve a fraction equation without looking at your notes?” This checks their understanding and boosts their confidence.

Encouraging Metacognition in your sessions

Introducing metacognitive techniques into your sessions doesn’t have to be complicated. Here are some simple but effective strategies:

Set clear goals: Start each session by helping students define what they want to achieve. This gives them direction and helps focus their efforts. For example, if your student struggles with essay writing, you might set a goal like, “By the end of today, you’ll know how to structure an introduction that hooks the reader and outlines your argument.”
Ask reflective questions: During the lesson, prompt students to think about their learning process. Questions like, “What strategy helped you solve that problem?” or “Why do you think this method worked better?” encourage self-awareness.
Use learning journals: At the end of the session, encourage your student to write down one thing they did well and one thing they’d like to improve on. For example, “I felt confident solving equations but need to practice spotting mistakes in my working out.”
Try think-alouds: Model your thought process for your student. If you’re solving a problem, narrate your reasoning: “First, I’ll look at the question and highlight the key information. Then, I’ll think about which formula fits best...” This shows them how to approach tasks methodically.
Try think-pair-share: If you’re tutoring multiple students or working in a small group, try this technique:
- Have each student think about a question or task individually (planning).
- Pair them up to discuss their ideas (monitoring).
- Bring everyone back together to share their insights (controlling).
  This encourages collaboration and reflection.

Why Metacognition matters

Metacognition isn’t just another learning buzzword - it’s a game-changer for your tutoring sessions and your students’ success. Here’s why:

Smarter sessions: By encouraging metacognition, you help students think more clearly and solve problems creatively. This means less time re-explaining and more time guiding their thought process.
Personalised support: Every student learns differently. Metacognition helps you uncover their unique learning styles, allowing you to tailor your approach for maximum impact.
Student independence: The ultimate goal of tutoring is to make students independent learners. With metacognition, they’ll know how to track their progress, adjust strategies, and solve problems on their own.

Helping your students think about their thinking might feel like an extra step, but the results are worth it. By guiding them to plan, monitor, and control their learning, you’re not just teaching them the material - you’re teaching them how to learn. And that’s a skill they’ll carry for life.

So, in your next session, try weaving in metacognitive techniques. Whether it’s setting clear goals, prompting reflection, or modelling your own thought process, these strategies will help your students become confident, strategic learners who are ready for any challenge.

And the best part? You’ll see the results not just in their performance but in their growing independence and enthusiasm for learning. That’s the power of metacognition!

Metacognition