B OPTIMAL BLOG

What shapes the quality of metacognitive activity when the person examining cognition brings their own standpoint, assumptions, interpretations, and ways of knowing to the examination? Me Examining Me looks underneath metacognition—and behind the curtain—to explore what becomes visible.

Metacognition is often described as the “highest form of intelligence.” The research points somewhere more useful. Intelligence and metacognition are related but distinguishable aspects of cognitive functioning, and understanding that distinction changes how we support learners and develop metacognitive capability.

Strong instructional design can support metacognition, but reflection, feedback, scaffolding, and authentic work do not by themselves define what is developing in the learner. This article argues that metacognitive design should begin by identifying the specific capability to be strengthened, then building the learning experience around that developmental target.