In this episode, we explore the powerful role of metacognition in learning and education. Metacognition, or "monitoring and regulating our thought processes," is a critical skill that helps students become more aware of their learning processes, enabling them to self-regulate, improve performance, and ultimately become independent learners.

This episode is the third and final part of a 3-part Learning and Teaching seminar series at the Australian Catholic University (Part 3 of 3): The Elevating Learning Seminar Series, presented by Dr Luke Rowe. It was originally presented at ACU on the 6th of September, 2024.

We break down the science of metacognitive learning, share practical strategies, and offer key tips to help both students and educators implement these methods for deep and meaningful learning.

You can view the original video of this episode on the Powerful Learning YouTube channel here: https://youtu.be/4PqFy5gAHSU

Whether you’re a student looking to boost your study habits, a teacher striving to promote higher-order thinking, or someone simply interested in learning how to learn, this video covers the core concepts you need to master metacognition. You’ll learn how to apply metacognitive strategies before, during, and after learning sessions, empowering yourself to retain information more effectively and enhance your overall academic achievement.

Chapters:
0:00 Introduction
1:20 Recap
5:20 Case Studies (Metacognition gone missing)
7:47 Five Reasons Why Metacognition in Important to Education
14:33 What is Metacognition
20:42 Metacognitive Learning (learning how to learn)
25:40 Measuring Metacognition
30:30 Monitoring and Control Framework by Nelson and Narens (Expanded)
31:00 Feelings of Knowing
33:48 Tip-of-the-Tongue Phenomenon
36:30 Judgements of learning
41:18 Feedback Failure
43:40 Prediction and Postdiction
51:40 The Cue-Utilization Hypothesis
53:47 Tips for Teaching and Learning

Resources & Tools for Metacognitive Learning:

Nelson, T. O. (1990). Metamemory: A Theoretical Framework and New Findings. In G. H. Bower (Ed.), Psychology of Learning and Motivation (Vol. 26, pp. 125–173). Academic Press.

Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Sage Publications.

Larkin, S. (2010). Metacognition in young children. Routledge.

Rhodes, M. G. (2019). Metacognition. Teaching of Psychology, 46(2), 168–175. https://doi.org/10.1177/0098628319834381

Evidence for Learning, Rowe and Kang. (2019). Guidance Report: Metacognition and self regulated learning, all year levels [Guidance report]. https://evidenceforlearning.org.au/assets/Guidance-Reports/Metacognition/Guidance-Report-Metacognition-and-self-regulated-learning-WEB.pdf


Dr. Luke Rowe is a learning scientist and lecturer who draws upon his years of training as an academic who specializes in the science of learning and evidence-based teaching. He also has personal experience as a high-performing student throughout his schooling and university studies. He holds a Ph.D. in the learning sciences and has published in the highest ranked academic education journals.

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Keywords:
metacognition, self-regulated learning, learning how to learn, education, teaching strategies, student success, academic achievement, independent learning, power of feedback, metacognitive research, cognitive monitoring, deep learning, lifelong learning.