“Thinking about one’s thinking.” This simple yet profound concept, often termed metacognition (Silver, 2013), is central to effective learning and growth. In education, especially leadership, fostering this reflective process is essential. Educators must facilitate experiential learning that invites and develops metacognitive thought (Volpe-White, 2024). But what is metacognition, and how does it relate to the increasingly popular practice of coaching?

Understanding Metacognition, Its Link with Coaching, and Its Impact

Metacognition refers to an individual’s knowledge and regulation of their cognitive processes (Flavell, 1976). According to Flavell et al. (2002), metacognition has three main components: metacognitive knowledge (MK), self-regulation, and monitoring, often referred to as metacognitive skills (MS) or metacognitive experiences (ME). These skills are vital for tasks involving problem-solving, reflection, and adaptability; which are hallmarks of successful learners and effective educators.

Coaching has long been recognised as a powerful method for fostering change, improving efficiency, raising awareness, and transforming behaviours across various organisations (Al Hilali et al., 2020). In education, coaching helps link external influences with internal practices, building competencies in both teachers and students.

However, simply knowing about metacognition does not guarantee its effective application in new or challenging situations. This is where coaching plays a key role. Donker et al. (2014) propose a three-level model that incorporates cognitive, metacognitive, and motivational processes. These processes interact dynamically during information processing, reflecting the collaborative and reflective nature of coaching.

Cognitive processes include activities like rehearsal (e.g., using flashcards to memorise new words), elaboration (e.g., summarising and condensing text), and organisation (e.g., using graphic organisers to structure ideas). These processes help students consolidate and apply knowledge effectively.

In terms of metacognitive processes, coaching aids in planning (e.g., judging how long a task will take), monitoring (e.g., reflecting on whether a task makes sense or requires changes), and evaluating (e.g., asking reflective questions during problem-solving). These activities mirror how coaching prompts learners to think critically about their learning.

The motivational aspect is equally crucial, focusing on self-efficacy, goal orientation, and task value. Encouraging students to adopt an “I can do” attitude fosters resilience while promoting positive attitudes towards learning (e.g., mathematics) can shift their perspectives. Coaching also helps students assess their metacognitive knowledge, evaluate personal strengths and weaknesses, and learn when, where, and why specific strategies are effective.

The Role of Metacognition in Schools

Marcel Veenman’s research over two decades has highlighted the link between metacognitive skills and educational outcomes from primary school to university level (Steel & Veenman, 2008, 2010). However, as Lundle et al. (2019) and Veenman and Beishuizen (2004) explain, several conditions must be met for these skills to flourish. Herein lies the role of teachers. These conditions include:

1. Embedding metacognitive practices across the curriculum.

2. Making the purpose of metacognition in learning explicit to both staff and students.

3. Sustaining metacognitive practice over time, rather than treating it as a short-term initiative.

Coaching Conversations and Metacognition

At The Educational Coach, we specialise in high-quality coaching conversations that directly link to metacognitive outcomes. Research by Baas et al. (2015) and William (2006, 2011) shows that teachers assess metacognitive skills through practices that resemble coaching, including:

• Clarifying learning intentions and success criteria.

• Engineering discussions, questions, and tasks that elicit evidence of learning.

• Providing feedback to move learners forward.

• Activating students as instructional resources for one another.

• Empowering students to take ownership of their learning.

Those familiar with coaching will likely recognise the alignment between these practices and the skills nurtured through coaching conversations in schools.

The Intersection of Coaching, Metacognition, and Collaboration

The relationship between metacognition and coaching becomes even more significant when collaboration is considered. Schools are networks built on teamwork and shared growth. Social-cognitive theories, like those of Bandura, strongly tie into metacognitive practices (Dignath et al., 2008; Mannion & Mercer, 2016). Coaching supports these key areas, including:

• Self-efficacy (Bandura’s social cognitive theories) with a key feature of awareness and recognising one’s strengths and weaknesses 

• Vicarious learning (observational learning) with an emphasis on learning through others with modelling 

• Theory of Mind and the ability to understand others' thoughts feelings and intentions as being different to our own, is important when interpreting and predicting others’ behaviour

• Social Regulation and Feedback, social interactions provide opportunities and external cues to receive feedback which triggers reflection, coaching is known to guide this process

• Social comparison, an inevitable process in our lives, again causes reflection and identifies areas of strengths and development based on those of others, coaching can help make this constructive rather than destructive 

• Collaborative learning pushes the individual to think beyond themself and promotes problem-solving and growth. Peer tutoring provides space for reasoning skills and growing metacognitive skills using coaching skills 

  
  

Why Metacognitive Skills Matter for the Future

Credit: https://www.weforum.org/agenda/2023/05/future-of-jobs-2023-skills/ 

According to the World Economic Forum (2024), the top five skills of 2023—creative thinking, analytical thinking, technological literacy, curiosity, and lifelong learning—are closely linked to metacognition. If education aims to prepare students for both today and tomorrow, metacognitive skills must be integrated into schools. All staff must understand, practice, and model these skills, nurturing the next generation of independent thinkers.

As we move forward, skills like resilience, flexibility, and agility become increasingly vital. In a world where AI tools like ChatGPT are entering classrooms, these human skills are irreplaceable. While technology can assist learning, it cannot replicate the deep thinking, self-reflection, and critical analysis that metacognition fosters. In my classroom, students use ChatGPT as a learning tool—technology can support thinking, but it cannot replace it.

The Future of Coaching in Education

Looking ahead, coaching will become an even more essential part of education, particularly through conversations that foster metacognitive awareness. At The Educational Coach, we believe coaching conversations go beyond problem-solving; they guide individuals to reflect on their thinking, challenge assumptions, and develop strategies for improvement. These skills are crucial for navigating the complexities of the future. By embedding coaching into school culture, we equip students and staff alike with the critical thinking and self-regulation skills needed to thrive in an evolving world.

References: 

Silver, N. (2013). Reflective pedagogies and the metacognitive turn in college teaching. In Using reflection and metacognition to improve student learning (pp. 1-17). Routledge.

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick

(Ed.), The nature of intelligence (pp.231-235). Erlbaum.

Volpe‐White, J. (2024). “I know what I don't know”: Metacognition in leadership learning. New Directions for Student Leadership.

Al Hilali, K. S., Al Mughairi, B. M., Kian, M. W., & Karim, A. M. (2020). Coaching and mentoring. Concepts and practices in development of competencies: A theoretical perspective. International Journal of Academic Research in Accounting, Finance and Management Sciences, 10(1), 41-54.

Future of jobs: These are the most in-demand skills in 2023 - and beyond. World Economic Forum. (2024). https://www.weforum.org/agenda/2023/05/future-of-jobs-2023-skills/ 

Donker, A. S., De Boer, H., Kostons, D., Van Ewijk, C. D., & van der Werf, M. P. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26.

Veenman, M. V., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and instruction, 14(6), 621-640.

Van der Stel, M., & Veenman, M. V. (2008). Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains. Learning and Individual Differences, 18(1), 128-134.

Van der Stel, M., & Veenman, M. V. (2010). Development of metacognitive skillfulness: A longitudinal study. Learning and individual differences, 20(3), 220-224.

Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?. Educational Review, 71(4), 483-500.

Mannion, J., & Mercer, N. (2016). Learning to learn: improving attainment, closing the gap at Key Stage 3. The Curriculum Journal, 27(2), 246-271.

Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129.