Metacognition is a key to effective learning, foundational to critical thinking and fostering scholarly and professional identity. Yet many faculty are uncertain how to integrate metacognitive skill development into classes. This article describes two metacognitive instruments, the TTM-LS and the LSSA, that are short, simple to use, and discipline agnostic. Results can encourage development of student metacognitive skills, promote critical thinking, decrease assignment resistance, and enhance strategies such as collaborative learning. Students may increase personal responsibility for their learning and adopt more effective learning strategies. Developing metacognitive skills can also enhance student narratives of themselves as scholars and professionals.