Metacognition as a framework for making thinking visible across artistic and academic learning¶

Theory · All theories
Evidence · no claims cited

Description¶

The article presents metacognition as "the awareness and understanding of one's thinking and learning processes," introduced through training with evidence behind embedding it instructionally. NMSA educators already helped students externalize their thoughts through writing, speaking, or artistic media, and metacognition gave them "a framework for understanding this process of making thinking visible," supporting continual reflection and improvement.

Design Implications¶

Context¶

Requirements¶

Educators must explicitly teach learning strategies and metacognition so students become aware of and shape their own learning processes

Constraints¶

Target Learners¶

high school students in arts and academic courses

Target Learning Objectives¶

students' awareness and regulation of their own learning processes

Claims¶

Metacognition

Examples¶

Key Sources¶

The Art and Science of Learning: How New Mexico School for the Arts Uses Research. (2016). Digital Promise. https://digitalpromise.dspacedirect.org/items/4e829bdc-764f-4f2e-85de-abc138e21bdd

Page metadata

Field	Value
`type`	`theory`
`title`	`Metacognition as a framework for making thinking visible across artistic and academic learning`
`description`	`The article presents metacognition as "the awareness and understanding of one's thinking and learning processes," introduced through training with evidence behind embedding it instructionally.`
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-10-09`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `the-art-and-science-of-learning-how-new-mexico-school-for-the-arts-uses-research-2016`

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