The B Optimal Library

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.

Students become more capable learners when the practices that shape learning are made visible, taught intentionally, applied in meaningful work, strengthened through feedback, and adapted across contexts. This article presents a developmental logic for helping learners recognize, direct, evaluate, and transfer those practices with increasing ownership.