The Metacognitive Wheel
How to Use
Click or hover over a slice to view its guiding question (use Tab + Enter for keyboard navigation).
Each slice represents a core metacognitive move with 1–2 questions to guide reflection and conversation. Start where the student is and move as needed — the goal is self-awareness and discovery.
Using This With Students
Invite a student to explore the wheel and notice which areas feel familiar — and which don't. Where a student has language, they likely have some metacognitive awareness in that area. Where they struggle to describe what they're doing or thinking, there's an opening for conversation and growth.
This isn't a scored assessment. It's a way to make thinking visible and to find out where a student's metacognitive development is strongest, most active, or most ready for support.
Which phases draw them in?
Some students naturally gravitate toward Planning or Monitoring but skip Evaluating or Reflecting. That pattern tells you something about where their metacognitive habits live.
Where do they have language?
If a student can easily describe "what I already know" but struggles with "what worked," they may have stronger planning awareness than evaluating awareness.
What surprises them?
Pay attention to moments of recognition — "I didn't realize that was a skill" or "I do that but never thought about it." These are openings, not gaps.
What do they skip?
Areas a student moves past quickly may be unfamiliar, uncomfortable, or simply undeveloped. That's useful information — not a problem to fix.
The Key Idea
The wheel isn't a test — it's a mirror. It helps students see their own thinking, and it helps you see where to meet them. The most productive conversations often start with what the student already notices, not what they're missing.