Video narration
Can a correct answer tell you how a learner got there? Picture a student working through a classroom task. They decide what to try, then pause to ask: does this make sense? When it doesn't, they reread the question, check their work, or change approach. Those choices bring metacognition into view: thinking about how you're learning and guiding what you do next. But the clue isn't simply whether the answer is right. It's whether the learner notices what is-and isn't-working, then responds. As you watch the task unfold, planning, checking understanding, and changing tactics can suggest a learner is guiding their learning. But thoughts aren't directly visible. A student may change approach for many reasons; one answer doesn't tell you what happened along the way. Look at how learners plan, check their understanding, and adjust during the task. Those actions are clues-not proof-of metacognition.