1. High achieving students have been found to possess more metacognitive awareness and engage in more self-regulatory behavior than low achieving students. Indeed, metacognition in general has been found to be an important characteristic of expertise
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2. [Novice teacher can describe behavior while expert teachers can explain it] Research on expert versus novice teachers shows that experts, or more experienced teachers, are better able to monitor, interpret and evaluate what occurs in a classroom during instruction than novices, or inexperienced teachers. Whereas novices were only able to describe classroom behavior, experts were able to explain it (Sabers, Cushing and Berliner, 1991).
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