When learning about learning in adolescents, keep in mind something experts call metacognition. Simply put, the term refers to how we think about our own teaching and learning. How we think about our thinking. What is the script that runs through young people’s heads in a given learning context? Are they hard on themselves: “I’m bad in math”? Overconfident? “I’ve always done well in English so I always will.” Under false impressions? “If teachers like you, they always give better grades.” Adolescents are ready to become aware of (and examine and change if necessary) the way they think about their learning. This is why teachers (or for adults, why seminar leaders at work, say) sometimes begin with questions to the students or audience. It’s a way of foregrounding pre-conceived notions. Thinking about thinking leads to self-awareness which in turn leads to better learning.