Metacognition and Learning Strategies
Metacognition and Learning Strategies
This topic focuses on the principles of metacognition and neuroeducation. Metacognition encompasses self-knowledge, knowledge of strategies, and knowledge of tasks.
Neuroscience is the study of the brain and nervous system—how we think, feel, move, and learn. It’s a field grounded in science and research, employing tools such as brain scans to comprehend how the brain functions. Neuroeducation, in contrast, incorporates this brain science into classrooms and learning environments. It’s about applying what we know from neuroscience to enhance the way we teach and support learning.
But here’s the challenge: we can’t see neurons, synapses, or brain development with our own eyes. Therefore, it can be challenging for parents, teachers, and even students to grasp these concepts fully. They seem abstract or “scientific,” and as a result, the powerful insights from brain science often struggle to translate into everyday educational strategies.
Understanding this concept is crucial for children with neurodiversity, as they may lack self-awareness, meaning they might not recognise their learning capacity or the strategies necessary for effective learning. Additionally, they may struggle to comprehend the tasks themselves. If they develop metacognitive skills, their ability to learn will improve significantly.
Understanding Metacognition
Metacognition is a powerful concept central to the learning process. At its core, metacognition refers to thinking about one’s thinking. It involves not only acquiring information or skills but also understanding how we learn, when to employ specific strategies, and why certain approaches are more effective than others. When children and young people develop metacognitive skills, they become more effective learners, problem solvers, and self-advocates.
Metacognition
Metacognition is often broken down into three key areas:
- Knowledge of Self
This involves understanding one’s learning preferences, strengths, and areas of difficulty. For instance, a child might realise they grasp concepts better when they draw diagrams or verbalise their thoughts. For neurodiverse individuals—such as those with ADHD or learning differences—developing this self-awareness is crucial, as it enables them to discover approaches that align with their unique brain wiring. - Knowledge of Strategies
This refers to knowing how to approach a task. Which strategy will work best? Should I create a checklist, summarise it as I go, or discuss it with someone? Neurodiverse learners often struggle with spontaneously choosing and applying strategies, so making these strategies explicit and visible can help build this skill over time. - Knowledge of the Task
This pertains to understanding what a particular task entails. What am I being asked to do? What steps are involved? When children genuinely comprehend the task, they are better equipped to select the appropriate strategies and recognise when they require assistance. Neurodiverse individuals may find abstract tasks especially challenging, so breaking down tasks and linking them to real-life examples is crucial.
Why Metacognition Matters
Metacognition is more than just a learning tool—it’s a life skill. It empowers learners to:
- Reflect on what they know and don’t know
- Ask themselves: “Why is this easy for me?” or “Why am I struggling with this?”
- Choose different strategies when something isn’t working
- Know when and how to ask for help
- Take more ownership of their learning
These are not just academic skills—they help build resilience, confidence, and independence.
Metacognition and the Neurodiverse Brain
The frontal cortex primarily drives metacognitive processes, which include planning, monitoring, evaluating, and decision-making. In neurotypical individuals, the frontal cortex matures fully by around the age of 25. However, in neurodiverse individuals, particularly those with ADHD, this development may take longer. This explains why executive function skills such as planning, organising, and self-monitoring can be more challenging for children and adolescents with ADHD.
That doesn’t mean they can’t develop metacognitive skills—it just means they may need more explicit support, structure, and time to do so.
Supporting the Development of Metacognition
The good news is that metacognitive skills can be taught and practised. Here are some effective strategies to foster metacognition, invaluable for neurodiverse learners:
- Checklists and visual schedules help make the steps of a task concrete and visible. They also reduce cognitive load, allowing learners to focus more on how they’re performing the task rather than just remembering what comes next.
- Narratives and Self-Talk
Encouraging children to discuss their thinking can foster metacognitive awareness. For example, “First, I’ll try this… If it doesn’t work, I’ll do that…” Talking aloud helps bring hidden thinking processes into the open. - Questionnaires and Reflection Prompts
These tools help learners reflect on their performance. Questions like “What went well?”, “What was hard?” and “What would I do differently next time?” help to build self-awareness. - Performance Analysis and Reviews
After a task, encourage learners to reflect on what went well and what didn’t. This can be done verbally, through journaling, or by using a structured template. - Real-Life Contextualisation
Embedding learning in real-world tasks makes abstract thinking more accessible and relevant. For example, helping a child plan a trip, cook a meal, or manage a small project enables them to use metacognitive strategies in a meaningful context.
Supporting Dyslexic Learners: Building Understanding Brick by Brick
Children with dyslexia often face unique challenges in learning, particularly regarding reading and comprehension. While they may be able to read words aloud, understanding what they’ve read can be significantly more difficult. That’s why breaking learning down into small, manageable steps—and supporting them with the appropriate strategies—is so important.
Think of learning as constructing a house. You can’t place the roof before laying the foundation. Each concept is like a brick—it needs to be positioned carefully and allowed to “set” before adding the next one. This structured, layered approach to learning helps dyslexic children process and retain information more effectively.
Everyday Learning Habits That Build Success
Many small, practical habits can significantly improve the learning capacity of dyslexic and neurodiverse learners. These include:
- Setting smaller, achievable goals
Small steps build confidence and give a sense of progress. - Managing time effectively
Using timers, checklists, or visual schedules can help break tasks into manageable chunks, thereby avoiding feelings of overwhelm. - Speaking up when they don’t understand
Encourage children to say, “I need help” or “This doesn’t make sense to me.” This builds self-advocacy and metacognitive awareness. - Talking through what they’re doing
Verbalising the process (“First I’ll read this… then I’ll take notes…”) makes thinking visible and supports memory. - Making plans before starting tasks
Planning helps reduce anxiety and sets a clear path forward. - Taking notes and checking for understanding
Writing down main points or drawing diagrams can anchor learning more firmly. - Correcting their own mistakes
Encouraging self-review fosters independence and metacognitive growth.
Metacognitive Learning Strategies That Work
Here are some specific, research-backed strategies that help develop a more profound understanding and metacognition in learners:
- Pause and Reflect
Take a moment to pause and ask: “What did I just learn?” or “What do I still need to understand?” - Self-Assessment and Peer Assessment
Reflecting on one’s work or giving feedback to peers helps build awareness of quality and process. - Experiential Learning
Hands-on experiences—like building a model or acting out a historical event—help connect abstract ideas to real-world meaning. - Inquiry-Based Learning
Encouraging curiosity and asking “why” and “how” questions deepens engagement and supports critical thinking. - Use of Memory Aids
Mnemonics, mind maps, colour coding, and visual cues support recall and comprehension. - Self-Explanation
Explaining a concept aloud—in their own words—forces deeper processing and reveals gaps in understanding.
Making Learning Stick: From Short-Term to Long-Term Memory
Helping children move information into long-term memory requires more than just repetition. Some practical ways to do this include:
- Spaced Practice
Spread out study sessions rather than cramming them all at once. - Test Yourself
Practice recalling information without looking helps strengthen memory. - Summarising and Highlighting
Picking out key ideas and putting them in their own words reinforces understanding. - Creating Mental Pictures
Visualisation is a powerful way to anchor ideas in memory. - Connecting New Information to What They Already Know
Learning is strongest when it is built on existing knowledge, just like building a house on a solid foundation. - Real-Life Connections
For example, learning history, visiting a museum or historical site, or watching a documentary can bring the subject to life.
Support That Builds Confidence
Every child learns differently, and for children with dyslexia, the journey can be particularly challenging. However, with the right strategies, support, and mindset, they can flourish. Metacognition isn’t about being a perfect learner—it’s about becoming aware of how you learn best, knowing when to seek help, and making adjustments along the way.
By encouraging self-reflection, breaking tasks into smaller parts, and utilising practical tools like checklists and memory aids, we help to build confident, independent learners—one brick at a time.
Making the Invisible Visible
Every time we learn something new, our brains form or strengthen connections between neurons, known as synapses. Think of them as tiny bridges being built in the brain. The more we use a pathway, the stronger it gets. This is why practice and repetition are crucial for learning. Moreover, it’s also why the method of our practice is essential.
When we grasp what’s happening in the brain, we also start to realise why some learning strategies are more effective than others:
- Pausing and reflecting help strengthen memory.
- Using multiple senses (e.g., seeing, hearing, doing) creates richer brain connections.
- Breaking tasks into smaller steps reduces stress on the brain’s executive function.
- Sleep, movement, and emotional safety all impact how well the brain can learn.
Why This Matters for Neurodiverse Learners
Understanding brain science is particularly important when supporting neurodiverse learners. The brain develops differently in each individual, and for those who are neurodivergent, the differences can be significant, though not always visible. Neuroeducation enables us to shift from a “one-size-fits-all” approach to one that asks: How does this child’s brain work, and what strategies will help them thrive?
Understanding what happens in the brain can help us stop blaming the learner and start adjusting the learning for them. It helps us recognise that struggling to read, focus, or communicate isn’t a sign of laziness or lack of effort—it’s often about how the brain is wired.
By integrating neuroscience into education practically, we can design more effective learning experiences for all children, especially those who learn differently. Even if we can’t see neurons or synapses, we can observe the impact of using the right strategies: confidence grows, frustration diminishes, and learning begins to stick.
A Final Thought
Metacognition is not a “one-and-done” skill; it develops over time and requires practice. It thrives in environments that are supportive, structured, and responsive to individual needs. For neurodiverse individuals, particularly, building metacognition involves scaffolding—providing just enough support to challenge without overwhelming and encouraging independence one step at a time.
As caregivers, educators, and clinicians, we can nurture metacognition by modelling it, making thinking visible, and celebrating progress. When a child learns to reflect on their thinking, they gain more than just academic skills—they acquire the tools to navigate life effectively.
Disclaimer: The article is intended for general informational purposes only. For children struggling with learning, assistance from educational specialists would be beneficial.