Finding My Way: A Journey to Learning How to Learn

Throughout my early education, I struggled with ADHD, dyscalculia (the math one), and anxiety. Assessment days were nightmares—I’d feel overwhelmed and often found excuses to avoid school. While I excelled in the humanities, taking multiple foreign languages and advanced-level courses in English and Social Studies, I found tests especially challenging. Exams in math and number-heavy science classes felt insurmountable. I’m talking cold sweat, banging my head against the wall, terror whenever I faced them.

Where I thrived was in the arts. I performed in school and community plays, sang in every choir, played any instrument I could get my hands on, and danced. I wrote poetry, songs, and short stories constantly. Creativity and performance were where I could shine, but beyond those spaces, I felt misunderstood and, at times, lost.

After high school, I wandered. College was a series of starts and stops as I searched for direction. It wasn’t until I finally figured out what I wanted from college—and life—that things changed. That clarity gave me the focus I’d been missing. I started small, taking one class at a time, concentrating on completing the work well rather than forcing myself to focus on the grade I would receive. Training myself to complete the tasks, one by one, and see them all the way through.

I also made space for joy. Each semester, I chose one class purely for my own interest—like guitar lessons—to keep myself motivated. Slowly but surely, I built up my confidence. Online courses became my lifeline. The flexibility allowed me to learn in a way that worked for me. I didn’t have to contend with my social anxiety or force myself into settings that drained me. (Please see the "Privilege Check" section for more on this).

To succeed, I transformed the content instructors provided into formats that worked better for me—like audiobooks, videos, or text-to-speech tools. It was like uncovering a secret formula for my learning. Once I understood how I learned best, it clicked. I didn't realize then that I had essentially taught myself the principles of instructional design.

Unlocking the Power of Metacognition

This formula, this secret that I unlocked, has a name: Metacognition. According to the Cornell University Center for Teaching Innovation, metacognition is the ability to recognize and reflect on how one learns (Cornell University Center for Teaching Innovation, n.d.). Engaging in these reflective practices can significantly improve how students approach and retain learning material. This self-awareness leads to better problem-solving and academic success (Smithsonian Science Education Center, n.d.).

From a scientific perspective, metacognition involves activity in the prefrontal cortex, which handles decision-making, self-reflection, and executive functions (Zelazo et al., 2012). Studies show that metacognitive practices strengthen neural pathways, helping learners adapt more effectively and retain information better over time (Pintrich, 2002).

EduPunk TIME

Here’s where my EduPunk soapbox comes in: I believe that if more people tapped into metacognition, we could transform how humans interact, collaborate, and grow. By prioritizing self-awareness, we can break down barriers that perpetuate misunderstandings and disconnection. Imagine a world where people intentionally fostered understanding of themselves and others—it could be smarter, kinder, safer, and more nourishing. Stepping off my soapbox now, let's dive into the science behind this.

Quick Facts About Metacognition

• What Happens in the Brain: Metacognition engages the prefrontal cortex, boosting self-regulation, critical thinking, and goal-setting (Zelazo et al., 2012).

• Improves Learning and Retention: Reflective practices significantly enhance academic performance and memory retention (Pintrich, 2002).

• Accessible to Many: Strategies like journaling or asking reflective questions can help unlock metacognitive skills for a broad range of people. However, the effectiveness of these strategies may vary depending on individual cognitive abilities, support systems, and educational opportunities. This highlights the importance of adapting strategies for diverse learners to ensure everyone benefits.

  
  

Privilege Check: A Time to Reflect

As I reflect on my educational journey, I recognize the privilege that allowed me to explore courses for personal growth. Many students, particularly from marginalized or low-income backgrounds, face immense pressures to focus solely on degree requirements due to financial constraints. While I worked to pay my way through college and took out student loans, I also had the privilege of choices and flexibility that many others lack. For example, having the ability to mortgage my home to cover tuition was a privilege in itself, as many students don’t have that option. Additionally, I had access to resources and opportunities that are not available to all students.

The reality for many low-income and first-generation students is that they often lack the systemic support necessary to navigate these challenges (Cohen & Kisker, 2010). To foster equity in education, it’s crucial to address these disparities and ensure that marginalized students have the resources and support they need to succeed.

DIY Brain Boosts

Ready to give metacognition a try? Here are some simple, free activities to help you build your metacognitive skills:

1. Harvard Implicit Bias Test: Explore unconscious biases and spark self-reflection. Try it here.

2. Metacognitive Journaling: Spend 5–10 minutes daily reflecting on what worked, what didn’t, and how you can improve. Ask yourself, “Why did I make that choice?” or “What could I do differently next time?”

3. Mind Mapping and Visualization: Organize thoughts visually using tools like Canva or hand-drawn charts to better understand complex ideas.

   
   

By cultivating metacognition, we can not only improve ourselves but also create ripples of growth and understanding in the world around us.

References

• Cornell University Center for Teaching Innovation. Metacognition. Link.

• Smithsonian Science Education Center. About Metacognition. Link.

• Zelazo PD, Forston JL, Masten AS and Carlson SM (2018) Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood. Front. Psychol. 9:208. Link.

• Pintrich, P. R. (2002). The Role of Metacognitive Knowledge in Learning. Link.

• Cohen, A. M., & Kisker, C. B. (2010). The Shaping of American Higher Education. Link.

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