What’s going on in a student’s mind when they hit a roadblock in maths? Do they freeze? Push through blindly? Or stop to reflect, rethink, and try a new approach? That last response—pausing to evaluate and adjust—isn’t automatic. It’s a learned skill called metacognition, and it can make a powerful difference in how students learn and succeed

Metacognition, often described as “thinking about thinking,” is the awareness and regulation of one’s own cognitive processes. It plays a critical role in effective learning, particularly in helping students become more independent, resilient, and adaptable thinkers. When students understand how they learn, not just what they learn, they’re better equipped to tackle unfamiliar problems, persist through challenges, and evaluate their progress.

Why metacognition matters

Research shows that metacognitive strategies can significantly boost student achievement. According to the Education Endowment Foundation, teaching metacognitive skills can accelerate learning by up to seven months. This impact is even greater when students are encouraged to take ownership of their learning through guided reflection and goal setting.

Metacognition supports:

• Self-regulation: Students learn to set goals, plan their approach, monitor their understanding, and adjust when needed.
• Problem-solving: Learners are more likely to evaluate strategies and switch tactics when stuck.
• Confidence: Reflecting on what they know (and don’t know yet) helps students feel more in control.
• Resilience: Students who practise metacognition are more likely to persist through difficulties because they can identify the source of the challenge and adjust accordingly.

In subjects like maths, where conceptual understanding is built over time, metacognitive skills help students connect prior knowledge to new content and apply it meaningfully.

How to foster metacognition in the classroom

Metacognitive skills can be taught. Here are a few ways teachers can embed them into everyday practice:

1. Model your thinking
Talk through your thought process while solving a problem or analysing a text. Use language like “First, I notice…”, “I think this might be because…”, or “If this doesn’t work, I’ll try…” to show students how strategic thinking works.

2. Ask reflective questions
Encourage students to reflect on their thinking before, during, and after a task. Questions like:

• What strategy are you using?
• How do you know it’s working?
• What will you do differently next time?

3. Build metacognitive check-ins
Help students become more aware of their own thinking by incorporating regular reflection moments into your lessons. These don’t have to take long, just a few minutes can make a big impact. Try strategies like a two-minute journal entry where students jot down what they found challenging and what helped, a quick partner discussion about what strategies they used to solve a problem, or a traffic light self-assessment where students signal how confident they feel about the topic (green = got it, yellow = need more practice, red = still confused). These simple check-ins build metacognitive habits over time, helping students take greater ownership of their learning.

4. Encourage goal setting and monitoring
Support students to set clear learning goals and track their progress. This builds ownership and highlights the connection between effort, strategy, and success. For a deeper dive into how rethinking learning goals can empower students, watch this Teacher Talk episode with Dan Finkel.

How Instructive promotes metacognitive thinking

Instructive is built to support not just what students learn, but how they learn. By embedding reflection and strategy evaluation into every stage of the learning cycle, it encourages students to take control of their progress.

• Student dashboards show learners exactly what they’ve mastered and what they’re ready to tackle next, encouraging active goal-setting and monitoring.
• Formative feedback prompts students to think critically about their work and make improvements based on guided reflection.
• Scaffolded tasks help students choose and evaluate strategies, fostering a habit of self-questioning and deeper thinking.
• Teacher tools include intervention strategies that encourage metacognitive dialogue during class time.

By equipping students with the tools to reflect, plan and adjust, Instructive helps build more than just maths skills. It supports the development of lifelong learners who are confident, independent, and ready to face new challenges with a thoughtful approach.

In the end, teaching metacognition isn’t about adding something extra to your lessons. It’s about enhancing what you already do by making students more aware of their thinking and giving them the tools to grow through it.