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Agile and Metacognition: How They support each support


Agile and Metacognition: How They support other

Join our monthly live streaming ‘Agile and Metacognition: Why or Why not’ on

Feb 17th at 2 PM EST.

Join our monthly live streaming ‘Agile and Metacognition:Why or Why not’ on Feb 17th at 2 PM EST.

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Lessons on discoveries that learning changes the structure and function of the brain can engage students, especially when combined with explicit instruction on the use of cognitive and metacognitive strategies that guide them to learn how to learn (Wilson & Conyers, 2013). 

🥳 We are delighted to share with you that Mr. Anthony Jones, District Leader of the 55th NYS Assembly District is our honorary guest at the AiEUSA monthly live event!! 

While Agile teaching and learning is all about personal development and continuous growth: what are your strategies to engage students in self-learning using metacognition? Please share your thoughts with Heather Cowap, MS, MEd, RSM Liz Keable  and Hana Siddiquee by joining the live streaming.

Agile and Metacognition: Why or Why not

A student who is excited about being in the driver’s seat and steering toward learning success may well be destined to become an independent thinker on the way to charting a responsible course for school, career, and life. 
Being metacognitive can be likened to being more conscious, reflective, and aware of one’s progress along the learning path.

Teachers have told us how they feel an extraordinary sense of pleasure teaching their students useful strategies that can be applied to all aspects of their lives in and outside of school.

Researchers at the University College London have discovered that subjects with better metacognition had more gray matter in the anterior (front) prefrontal cortex. Studies are ongoing to determine just how this brain area contributes to the critically important skill of metacognition.