Building Better Learners at Eaglebrook
Faculty engage with Dr. Megan Sumeracki’s research on metacognition to strengthen how boys reflect, practice, and retain what they learn.
This week, Eaglebrook faculty gathered for a professional learning session focused on metacognition, the process of understanding one’s own thinking and learning. The session drew on research from cognitive scientist Dr. Megan Sumeracki, whose work highlights how students develop accurate awareness of what they know, what they don’t yet know, and which strategies truly strengthen learning over time.
To support boys in becoming more confident and effective learners, faculty explored three research-backed practices:
• Retrieval Practice
Students are encouraged to explain a concept, sketch an idea, or answer a question without looking at their notes. This kind of practice can feel challenging in the moment, but it gives boys a more honest sense of what they truly understand. It also strengthens long-term memory far more than re-reading. “Latin topics naturally build on each other, forcing students to do retrieval practice and metacognitive monitoring each time they learn a new topic or read a new passage,” noted Latin teacher E. Lauderdale, reflecting on how these strategies already shape daily classroom work.
• Metacognitive Check-ins
Teachers ask students to pause and assess how well they think they understand a topic, both before and after a learning activity. These quick reflections help boys refine their study habits, recognize when they need more practice, and build the self-awareness that strong learners rely on.
• Spacing
Rather than teaching something once and moving on, faculty intentionally revisit concepts over days or weeks. Returning to material after a period of time has passed helps students retain information more deeply and provides them with a more accurate picture of their learning. “Many of our courses include cumulative assessments throughout the year to take advantage of spacing,” explained Dr. Leyden. “It’s important that students understand why the structure matters — and that they use study strategies rooted in retrieval practice rather than simply rereading material.”
Together, these approaches help boys develop skills that become increasingly important with each year of their academic growth. By grounding our teaching practices in cognitive science and emphasizing habits such as reflection, practice, and productive challenge, Eaglebrook continues to nurture learners who are curious, confident, and well-prepared for what comes next.
To support boys in becoming more confident and effective learners, faculty explored three research-backed practices:
• Retrieval Practice
Students are encouraged to explain a concept, sketch an idea, or answer a question without looking at their notes. This kind of practice can feel challenging in the moment, but it gives boys a more honest sense of what they truly understand. It also strengthens long-term memory far more than re-reading. “Latin topics naturally build on each other, forcing students to do retrieval practice and metacognitive monitoring each time they learn a new topic or read a new passage,” noted Latin teacher E. Lauderdale, reflecting on how these strategies already shape daily classroom work.
• Metacognitive Check-ins
Teachers ask students to pause and assess how well they think they understand a topic, both before and after a learning activity. These quick reflections help boys refine their study habits, recognize when they need more practice, and build the self-awareness that strong learners rely on.
• Spacing
Rather than teaching something once and moving on, faculty intentionally revisit concepts over days or weeks. Returning to material after a period of time has passed helps students retain information more deeply and provides them with a more accurate picture of their learning. “Many of our courses include cumulative assessments throughout the year to take advantage of spacing,” explained Dr. Leyden. “It’s important that students understand why the structure matters — and that they use study strategies rooted in retrieval practice rather than simply rereading material.”
Together, these approaches help boys develop skills that become increasingly important with each year of their academic growth. By grounding our teaching practices in cognitive science and emphasizing habits such as reflection, practice, and productive challenge, Eaglebrook continues to nurture learners who are curious, confident, and well-prepared for what comes next.
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271 Pine Nook Road | P. O. Box 7 | Deerfield, MA 01342 | 413-774-7411
