ABSTRACT
Metacognitive knowledge is one element of the broader concept of metacognition. Metacognitive knowledge is broken down into three variables which interact together: person, task and strategy. The development of metacognition is the development of metacognitive knowledge and the development of monitoring and control processes. In creating a metacognitive learning environment, the RE-flect project takes a socio-cultural approach to facilitating metacognition. A metacognitive experience can be defined as a thought or feeling about an intellectual task. Crucial to the development of a metacognitive learning environment is the relationship between teacher and pupil and pupil and pupil. Creating a metacognitive learning environment requires reflection on three areas: Physical Space; Tasks/Activities; and Relationships. Creating a metacognitive learning environment should not be an arduous task. It is a myth to think that in order to develop and facilitate metacognition we need a whole-scale revolution in teaching.
