ABSTRACT
Helping children develop effective metacognition can be broken down into two important areas, as identified by the man who coined the word, Stanford psychologist John Flavell. These are 'metacognitive knowledge' and 'metacognitive strategies'. When it comes to metacognitive strategies, also known as 'metacognitive regulation', it becomes a question of helping the student reflect on the thinking processes that they may use to address the challenge. Metacognition has a key part to play in the process of goal setting, as we constantly ask ourselves whether we are on course towards our chosen goal or not. With metacognitive knowledge, students learn about, for example, their preferences in the learning mix. The idea of visual auditory kinaesthetic learning (VAK) has proven itself as a useful tool, not for labelling students, never do that, but for helping them learn quickly and, in a way that works for them.
