Metacognition is a psychological construct that involves thinking about one’s own thinking and includes thought regarding problem-solving strategies as well as the regulation of cognition. The concept involves self-awareness, reflection, regulation, and monitoring, in the domain of cognition. Metacognition overlaps, in some respects, with concepts such as theory-of-mind, mentalization, and mindfulness. Deficits in metacognition are associated with “low social functioning, low quality of life, psychopathology and symptoms of several psychiatric and personality disorders …” (Semerari 2012).
The WDS model fosters the development of metacognition. We encourage our students to think deeply and critically about subject matter and we invite them to think about their own thinking and to learn to regulate their cognition more smoothly. We aim to increase metacognition by 1:1 direct instruction and by modeling metacognition through the day. In short, we help our students to become interested in themselves as learners and we help them find ways to love the process of learning.
Semerari, A., et al. (2012). "The development of the Metacognition Assessment Interview: Instrument description, factor structure and reliability in a non-clinical sample." Psychiatry Research 200: 890-895.