This document discusses metacognition, which is defined as the knowledge and capacity to understand one's own thinking. It includes an awareness of learning processes and strategies used, as well as an understanding of one's own strengths and needs. Developing metacognition is crucial for success because it allows students to think about their own thinking and learn how to learn. The document provides examples of developing metacognition through acknowledging strengths and weaknesses, discussing performance, and recognizing when to use different strategies. It also presents case studies of students with different profiles and specific metacognitive strategies tailored for each.

1. Metacognition:
What is it? Why is it crucial for
success?
Nancy Weinstein, MBA
nancy@mindprintlearning.com
@MindprintLearn

2. Today’s Discussion
1
1. Skills that drive academic achievement
beyond “book smarts”
2. How to develop metacognition
3. Case studies
4. Q & A

3. Skills for Academic Success go well
beyond Content Knowledge
2
Sweet
spot

4. Academic Skills: We Know What to Do
Most of the Time
3
Schools do a great job teaching academics to
most students most of the time…

5. Cognitive Skills: Help Us Understand
Why a Student is Not Learning
4
“I don’t follow…” “I can’t focus…” “I don’t know…”
“I can’t remember…” “I need more
time…”
“I CAN’T DO THIS!”

6. Cognitive Skills: Identify the Cause &
Tell Us How to Help
5
Chunking Fewer
distractions
More time
Help organizing
thoughts
Spaced & multi-modal
repetition
Working Memory Attention Critical Thinking
Memory Processing Speed

7. Practical Constraints of Evaluating
Cognitive Skills
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•Reliable identification of cognitive
strengths & needs
•Teacher training
•Time – large class size and too much to
cover already

8. Reliable Identification of Cognitive Skills
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Reliable Tools
• Psycho-educational
evaluation
• Observation by
psychologist/clinician
• Valid cognitive screener
(e.g. Mindprint)
• Valid skill questionnaires
(e.g. BRIEF for executive
functions)
Not Reliable Alone
• Observation by adults who
are not specialists
• Student self-reports/self-
perceptions
• Unvalidated instruments
• Myers-Briggs
• Learning Styles
Inventories
• Other questionnaires
without research-backing

9. Self-Reports and Observation Aren’t
Reliable During Periods of Growth
8

10. Understanding Cognitive Skills is Now
Practical
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• Identification of cognitive strengths & needs
• New online screeners like Mindprint enable
identification affordably and efficiently
• Teacher training
• Education schools catching up. Teach faculty
with PD (Mindprint offers a 2 hr training)
• Time – large class size and too much curriculum to
cover
• Metacognition! Enable and empower students
to take responsibility for their learning

11. Develop Metacognition
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Metacognition:
The knowledge and capacity to
understand one's own thinking. It
includes an awareness of learning
processes and strategies used, which
requires an understanding of strengths
and needs.
Source: Mindprint Learning Glossary
https://mindprintlearning.com/free-resources/glossary-of-terms/

12. Metacognition Simplified
(1) ThinkingAboutYour Thinking
(2) LearningHowtoLearn

13. Metacognition is the foundation for
“Habits of Mind”
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Metacognition
Risk taking
Grit
Collaboration
Creativity
Mindset
Persistence

14. GrowthMindset: “I understand whyI’m not getting this. I know if I takea
different approach I cando this.”
Grit: “I don’t just need to work harder, I need to work smarter. I need to figure
out how this willbe easier for me.”
Persistence: “This is going to takeme longer because it relies on using my
weaker skills.It’s ok, though. Other things willcome more easily.”
Why Metacognition is the foundation for
other “Habits of Mind”
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15. Risk Taking: “I know this might be hardfor me because it’s not one of my
stronger skills.But I willtry it anyway.And I know there are other things I’m
good at.”
Collaboration: “I need to give him more time or help. Thisprobably doesn’t
come easilyto him. I know that feeling, just like when I do xxxx.But I bet he
can do xxxxreally well.”
Creativity: Everyone ismost creative when she hasa solid foundation of
knowledge to build from AND self-confidence! (see theresearch)
Metacognition is the foundation for
“Habits of Mind”
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16. General Approaches to Building
Metacognition
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1. Acknowledge strengths & weaknesses
• Start with strengths
• Have data, not opinion; use specific examples
• How depends on age, maturity, social/emotional factors
2. Discuss performance, including successes & failures
• Use ongoing, balanced feedback (3 strengths followed by 1
constructive criticism is a good rule of thumb)
• Don’t expect consistently strong performance, even from
your strongest students
• Truly embrace mistakes/failures (not lip service)
3. Recognize When to Use Strategies
• Help students identify when they need to adjust
• Understand that skills can be practiced and improved
• Rely on stronger skills to support weaker skills

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Example Profiles and Specific
Metacognitive Strategies

18. Case 1: The Gifted Learner
1. Use visual prompts for
text-based materials
2. Anticipate studying
taking longer (than you
might expect)
3. Contingency planning:
Accept change/
unexpected
circumstances
4. Practice problems with
more than one right
answer

19. 1. Regular
breaks/exercise
2. Visual prompts for
text-based
materials (draw on
visual memory)
3. Provide context and
analogies to help
with retention (draw
on verbal
reasoning)
Case 2: The Struggling Learner

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1. Celebrate ability for
problem solving—
offer multiple ways
to help understand a
problem
2. Offer visual-spatial
activities that use
strengths and build
self-confidence
3. Teach verbal
remediation when
memorizing visual
information
Case 3: The Problem Solver

21. Learn More About Mindprint
Contact us:
admin@mindprintlearning.com
(609)356-1480

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Three Steps to Improved Learning
Step 1:
Assessment
Step 2:
Learning Profile
Step 3:
Toolbox/Action Plan

23. Step 1: Mindprint Assessment
Mindprint Skills Assessed
Speed
• Visual Motor Speed
• Processing Speed
Executive Functions
• Attention (accuracy & speed, identify
students who are compensating)
• Working Memory
• Flexible Thinking
Complex Reasoning
• Abstract Reasoning
• Verbal Reasoning
• Spatial Perception
Episodic Memory
• Verbal Memory
• Visual Memory
Coming Soon!
• Social-Emotional Recognition
• Auditory Processing
1.Entirely online
2.Self-administered
3.Approximately one hour

24. Scientifically Valid Assessment
Normed on10,000+
children ages
8-21
Developed in the Brain
Behavior Lab at HUP
Used in scientific research
and clinical trials
Reliability reviewed in
scientific journals including
JAMA Psychiatry, APA
Neuropsychology
High correlation with
WISC-IV and WRAT
Additional tests in
development by
researchers to expand
offering
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25. Step 2: Unique Learning Profile
Visual presentation with focus on skills over scores
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Step 2: Unique Learning Profile
Summary Takeaways

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Step 3: Personalized Toolbox
• Student primers to understand
strengths and needs
• 350+ instructional and study
strategies focused on weaker
skills
• 1,600+ activities to nurture
strengths and bolster weaknesses
• Articles to better understand
strengths and needs
All you need to get started
supporting the learner in one place

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Step 3: Action Plan