Students learn a lot. But the impact often isn’t as great when they don’t get to reflect on what they’ve learned. How does it fit with what they already know and believe? What will they do with it now that they know it? What questions do they still have? According to researchers Wolfgang Schneider and Michael Pressley, students equipped with metacognitive knowledge about reading and memory improve their use of reading strategies. Giving students some guidance on reflection can help them do it more effectively. But reflection really just requires people and their thoughts.