" Intentional, or "expert," learners are more purposeful, they are more aware of themselves as learners, and they "take the initiative to diagnose their learning needs, formulate learning goals, identify resources for learning, select an implement learning strategies, and evaluate learning outcomes" (Savin-Baden and Major 2004). Research on cognition and learning (e.g., see review in Bransford et al., 2000) indicates that expert learners are characterized by having better-developed metacognitive knowledge (about the learner, learning tasks, learning strategies, and content), metacognitive control (planning, monitoring, and self-evaluation), and reflection (a critical link between knowledge and control of the learning process) (Ertmer and Newby, 1996).
These strategies can be taught and learned; thus, teachers should be able to demonstrate the use of these strategies and provide the students with opportunities to use them. That said, the implication of metacognition in the classroom is that by effectively teaching these strategies to their students, the educators are enabling their students to become better able at coping with their future academic and professional learning challenges, which in turn will make these students more successful individuals. Moreover, metacognition motivates the students to learn, which makes for a positive and engaging atmosphere in the classroom.
Bransford, J.D., Brown, A.L., and Cocking, A.R. (editors), 2000, How People Learn: Brain, Mind, Experience, and School: National Research Council, National Academy Press, Washington D.C., 346 p.
Ertmer, P.A. and Newby, T.J., 1996, The Expert Learner: Strategic, Self-Regulated, and Reflective: Instructional Science, v. 24, p. 1-24.
Savin-Baden M., and Major C.H., 2004, Foundations of Problem-Based Learning: Society for Research into Higher Education and Open University Press, Berkshire, England, 197 p.