Two students do not approach the same problem from the same direction. Their approach is determined by their metacognitive sense of identity as a learner.
To be effective their learning has to have defined stages and some of these take more time to consider than the pace of many classrooms.
This infographic from the Education Endowment Foundation gives a simple demonstration of the process. Teacher prompts and time to think can help the learning process.
It appears in a recent report from the highlighting the momentum gained by metacognition – the how rather than the what of learning.
Read the full report here: Metacognition and self-regulated learning | Education Endowment Foundation | EEF