ABSTRACT
This chapter explores how learners become more aware of how they learn and the many different skills they employ to achieve a task, this knowledge can be used to help future learning. It compares the kind of targets and comments in the pupils' personal learning plans before and after the metacognitive approach is introduced. The pupils should be able to talk confidently about how they learn and be able to explain what they can do to work out how they, in particular, can learn best. The chapter explores the many ways of developing metacognition in the classroom so that learners understand how they learn. It investigates some activities that can be a good way to scaffold the process from directed learning to such independent approaches. The work on mindset from Carol Dweck and on visible learning from John Hattie have influenced many schools to begin to make learners much more aware of how they go about their learning.
