How to Learn with Intention: Habits that Shape the Mind

This year’s theme is Learn with Intention. Lead with Integrity. Mr. Coombs spoke about why it matters to learn with intention. I’d like to focus on the next step: how we can actually do that. At the beginning of the school year, it’s worthwhile to ask yourself a fundamental question: How will I learn? Not just what classes will I take or what assignments will I complete, but how will I approach the act of learning itself?

The Institute for Habits of Mind describes ways of thinking that help us learn more effectively. These habits are tools we can use to become stronger learners and leaders. There are 16 habits of mind, and I highly encourage you to read more about all of them online, but today I want to share two of these habits of mind that are particularly relevant for thinking about how we learn with intention. Those habits are Persisting and Thinking about Thinking—which is also called Metacognition.

Let's look at what these two habits look like in action and how they lead to learning with intention. Persisting means sticking with something even when it’s hard. That sounds simple, but it’s not easy to do. Persisting might mean finishing a math problem even when it feels impossible, rewriting an essay draft until your ideas are clear, or practicing a free throw over and over until your technique feels right.

Every time you persist, you are training your brain like a muscle. It gets stronger not by doing what’s easy, but by pushing through challenge. When you hit a moment of frustration, don’t treat it as a wall—treat it as a sign that you’re entering the real work of learning. Continuing to work at something, especially when it is hard or doesn’t come easily, is a key part of what makes learning intentional.

Our second key habit for learning with intention is metacognition: paying attention to how you learn, not just what you learn. Say you don’t do well on a quiz. Without metacognition, you might think, “I’m just bad at this subject.” With metacognition, you ask, “How did I study? Did I study in a group and lean on others for the answers? Did I review the right material? Did I really study, or just glance at my notes?”

Athletes do this all the time—they watch game film to study how they played. Musicians listen to recordings of themselves to find areas that need improvement. Students can do the same by reflecting on their process of learning. We also know that people learn in different ways—some of us are more visual, others are auditory, and still others are kinesthetic learners who need to move or physically do something for it to make sense. Metacognition helps you recognize your learning style and choose strategies that work best for you.

When you think about your thinking and learning, you turn mistakes into opportunities to learn about yourself. You start to notice the strategies that actively help you grow. To illustrate the importance of these two key habits I want to share a story from when I was in Middle and Upper School. World languages were not my strength. You are so lucky to have incredible world language teachers who provide multiple ways to learn a language, including experiences outside the classroom like the Temple Fair or lunch at Petit Robert. I was not so lucky. I took three years of French, and to be honest, it was a real struggle for me. Sitting in a classroom memorizing vocabulary and grammar rules just didn’t click. I came to realize I wasn’t learning in the way I needed to.

Years later, when I was in grad school, I had to lead an archaeological excavation in Thailand as part of my doctoral research. My excavation team consisted of local Thai folks, and none of them spoke English. I had to learn to speak Thai if I had any hope of leading the project successfully.

I had to stop and think about how I learn best. That’s metacognition: noticing how I learn, not just what I needed to learn. I realized the classroom style hadn’t worked for me when I studied French in school. So, instead, I enrolled in a six-month intensive language program in Thailand, where, from day one, it was total immersion—Thai all the time. But more importantly, the program emphasized applied, experiential learning, where I practiced conversations on the streets of Bangkok and learned the language in real-world contexts. As a kinesthetic learner, this was the approach I needed to learn a new language.

It wasn’t easy—I often felt lost and tempted to quit. However, the Thai people were very patient and encouraging, and I persisted, gradually building up enough Thai to lead my project. That experience showed me the power of both persistence and metacognition. I pushed through the challenge of learning a new language, and I learned in a way that fit how my brain works. Persisting is about not giving up. Metacognition is about thinking about your learning style. Together, they make learning intentional. They turn school from something that happens to you into something you actively shape.

So here’s my challenge to you: this year, when you face something hard, don’t step away. Persist. And after you’ve worked through it, take a moment to reflect: What did I do? What worked well for me? What can I try next time? Think back to that challenging math problem, the essay that needs revising, or the free throw that keeps bouncing off the rim— a lot like my early conversations in Thai. Breakthroughs don’t happen by accident. They happen when you persist and learn from the process. 

So, as we begin this year together, don’t just learn by chance. Learn with intention.