Introducing students to metacognition, or thinking about one’s thinking, allows them to discover the value of reflection. Courses related to thinking theory are often included in the curriculum for high-achieving students, but these methods can also be used effectively to enhance the learning of average or below-average students. This article presents a lesson on top-down and bottom-up processing, two of the main ways in which people handle information. It is designed to help students understand why they should proceed slowly and deliberately when making observations in a science lab or when answering questions on a test.