Using metacognition during exams – a guide for teachers and students

5. Applying metacognitive skills

Remember, metacognition is being aware of your internal dialogue, and you should have trained yourself to quickly plan, do and review the question posed. This should be a fast and automated process, not delaying you during the exam. You have the knowledge, you’ve done the revision, you have a lot of people on your side. If you are faced with a question that completely throws you, then rationally return to the question when you’ve allowed yourself time to process the question – allowing time for retrieval so you can return to the challenge and give it your best shot. Think back to the times when you explored this topic; think back to that mindmap you developed; think back to those revision cards you created (they were a work of art!), then have a go at answering the question, and you may be surprised with what you do actually know.

If you would like support in developing metacognition in your school/s, please click here to see our Metacognition Teaching Strategy, which is applicable for primary, secondary, Further Education, or Higher Education institutions, a 4-step online CPD programme offering over 70 classroom activities and resource.

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About @digicoled 436 Articles
Colin Hill - Founder, researcher and editor of ukedchat. Also a bit of a tech geek! Project management, design thinking, and metacognition.

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