Metacognition is often described as ‘thinking about our thinking’ — but what does this really mean in classroom practice? At its core, metacognition involves understanding how our minds work and using that awareness to improve learning, problem-solving, and decision-making. This webinar explores metacognition as both knowledge (what learners know about themselves and their learning strategies) and skills (the actions they take to plan, monitor, and evaluate their learning).
When students understand how they learn and are supported to use this understanding, they become more confident, more organised, and more resilient when learning becomes challenging. Research consistently shows that metacognition does not develop automatically: it needs to be explicitly taught. Students require clear guidance, modelling, and practice to learn how to plan their approach, monitor their progress, and evaluate what works — and why.
This webinar with Associate Professor Melissa Barnes from La Trobe University will examine the research behind metacognition and discuss why it has such a powerful impact on learning outcomes. Melissa will also explore practical ways that schools and teachers can explicitly teach metacognitive strategies, helping students become more independent, adaptable, and successful learners. When metacognition is intentionally embedded in teaching and learning, student achievement improves — and learners are better equipped for the challenges ahead.
