How can teachers get pupils to think about their own learning?
The EEF has published a guidance report, designed to support teachers in changing their classroom practice to improve their pupils’ metacognitive skills.
Learning About Learning
This is a super piece of research that needs sharing widely. Teachers want to know how to support pupils with their learning, but with lack of time and access to research, accessing the latest information and practical strategies is not only rare, but difficult to do.
The Education Endowment Foundation has published a “Metacognition and self-regulated learning” which is 30-pages in length, but is full of wonderful metacognitive strategies for teachers. It is vital to stress that these should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.
This overview is superb and accessible.
Go Deeper With These Questions
These questions are posed for teachers on the EEF toolkit:
- Which explicit strategies can you teach your pupils to help them plan, monitor, and evaluate specific aspects of their learning?
- How can you give them opportunities to use these strategies with support, and then independently?
- How can you ensure you set an appropriate level of challenge to develop pupils’ self-regulation and metacognition in relation to specific learning tasks?
- In the classroom, how can you promote and develop metacognitive talk related to your lesson objectives?
- What professional development is needed to develop your knowledge and understanding of these approaches? Have you considered professional development interventions which have been shown to have an impact in other schools?
What is Metacognition?
Quigley highlights that the topic “… has been accessed over 120,000 times. Clearly, there is a hunger to know more about metacognition than the well-used, but obviously limited, definition of it as ‘thinking about thinking’.”
A new survey published by the Sutton Trust has shown 59% of senior school leaders now use the EEF Teaching and Learning Toolkit, up from 11% in 2012, with 23% of classroom teachers saying they use the Toolkit – the figure was just 4% in 2012. This is excellent news! The EEF will publish a more detailed research review exploring the subject in more depth.
Download the full report.