Thinking About Thinking: How to Train Your Brain!
In this five-week course, students ages 12-18 will explore the concept of metacognition by learning strategies to improve their critical thinking ability, reflect on their learning process, and strengthen executive function skills.
What's included
5 pre-recorded lessons
5 weeks
of teacher support1 year access
to the contentProjects
1 hour per week. Learners will engage in project-based learning to apply learned strategies in real-life situations that matter to them. They’ll choose personal challenges or goals and use the skills learned to improve focus, problem-solving, and self-awareness. They will practice and refine these techniques through projects, making the strategies immediately relevant and impactful in their daily lives.Progress Report
Learners will receive individualized progress reports that provide feedback on their understanding and application of the strategies covered in the course. These reports will evaluate their participation in project-based activities and offer personalized suggestions to help them further develop and refine their skills.Class Experience
In this course, learners will be introduced to metacognition—the practice of thinking about thinking—and explore how to develop skills to improve focus, problem-solving, and self-regulation. We will cover key topics such as self-awareness, planning, monitoring progress, and evaluating outcomes, all designed to help students enhance their executive function skills. The course is structured to provide both instructional content and hands-on application. Lessons will be delivered through a combination of pre-recorded video lectures, interactive slides, and guided activities. Learners will engage in project-based learning, applying strategies to personal goals or challenges, making the course relevant to their everyday lives. My teaching style is practical and supportive, offering real-world examples and techniques that students can immediately implement. Although the course is asynchronous, learners will have opportunities for direct feedback through progress reports and evaluation of their projects. Interactive elements, such as self-assessments and reflective exercises, will help reinforce the skills being taught. Additionally, students may message me with questions or guided feedback throughout the course. This flexible approach allows students to learn at their own pace while still receiving structured guidance and meaningful feedback.
Learning Goals
Students will learn and understand the concept of metacognition: the science of thinking about thinking.Students will develop skills that enhance their ability to self-monitor and self-evaluate their thinking skills.
Syllabus
5 Lessons
over 5 WeeksLesson 1:
Thinking About Thinking
This week introduces the concept of metacognition, or thinking about your thinking. Learners will explore the differences between self-monitoring (tracking progress in real-time) and self-evaluating (reflecting on outcomes). They'll begin practicing these skills with personal tasks to improve awareness of their thought processes. Lesson 2:
Staying Focused, Paying Attention to Detail, and Staying on Task
Learners will dive into strategies for maintaining focus, paying attention to details, and completing tasks without distractions. Through exercises like time management techniques and chunking, students will develop practical methods to stay on task and handle distractions effectively. Lesson 3:
Mind Mapping, Graphic Organizers, and Other Strategies
This week focuses on tools for organizing thoughts and information. Learners will practice mind mapping, using graphic organizers, and other strategies like checklists and outlines to break down complex tasks, helping them visualize and structure their work. Lesson 4:
Receiving Feedback, Learning from Mistakes, and Building a Better Brain
Learners will discover how to embrace feedback and mistakes as opportunities for growth. They'll learn how receiving feedback and analyzing errors can help them build stronger thinking skills, creating a growth mindset for future challenges. Other Details
Learning Needs
This course is designed to support learners with all ability levels and learning styles. Learners with unique needs or neurodivergence are warmly welcomed and encouraged to attend.
Supply List
For this course, the following supplies may benefit students: Notebook or Journal: To track thoughts, reflections, and progress on project-based activities. Colored Pens or Markers: Useful for organizing notes, brainstorming, or visually mapping out strategies. Timer: Helpful for practicing focus and time management strategies during tasks and breaks. Access to a Computer/Tablet: To complete online activities and submit projects. Planner or Calendar: To practice organization and planning skills as part of the course. These tools can help learners apply metacognitive strategies more effectively and stay engaged.
Language of Instruction
English
Joined March, 2024
Teacher expertise and credentials
3 Degrees
Doctoral Degree from The University of Akron School of Law
Master's Degree in Psychology from Kent State University
Bachelor's Degree in Psychology from Kent State University
I have a Masters and Educational Specialist degree in School Psychology and worked as a practicing school psychologist for 15 years. In my practice, I worked with students to improve executive function skills in both school-based and clinical settings. I have helped students develop strategies for focus, self-monitoring, and problem-solving, equipping them to thrive academically and personally.
I recently made a career change and have a Juris Doctorate degree and am a licensed attorney. I continue to use and teach critical thinking, organization, and metacognitive skills in a professional context, allowing me to provide a practical, real-world approach to developing these skills for learners.Reviews
Self-Paced Course
$30
weekly or $150 for all content5 pre-recorded lessons
5 weeks of teacher support
Choose your start date
1 year of access to the content
Choose your start date
Ages: 12-18
