innovatED Magazine - Issue 3 - Autumn 2019

IndependentSchoolsPortal

A lively mix of news, articles, opinion, research, insight and regulatory updates. We take a global perspective and bring the latest developments and outstanding practice from across the world and across different sectors to enable educators to deliver the very best for their pupils. Produced by an experienced and knowledgeable teaching and school leadership team, innovatED is a termly must-read for all staff rooms.

How to use it in the Classroom

Metacognition

Metacognition

What is Metacognition?

By Bradley Busch and Edward Watson

Ever since the Education Endowment Foundation

reported that metacognition adds an average of

7 months additional progress and is one of the

cheapest strategies based on a strong body of

research, many teachers and senior leaders are

looking to implement it at their school. But what

actually is it? And most importantly, how can we help

students develop it?

Metacog

Metacognition is often defined as ‘thinking about

thinking’. However, it is actually much more than

that. It covers students’ ability to reflect and critically

analyse how they think. Essentially, it is about

developing student’s self-awareness, so that they can

better monitor, reflect and analyse their own

performances. As a result, they become better

independent learners.

How Can Schools Develop Student Metacognition?

As metacognition covers a broad range of thinking

strategies, there are numerous ways that teachers and

schools can help students improve it. We have

highlighted four possible ways they can do this.

Before-During-After

Teachers can develop their students’ metacognitive

skills by helping them break down the task into three

areas; before, during and after. By ensuring that they

take time to plan how they are going to do a task,

monitor their progress during and evaluate afterwards,

their self-awareness, self-reflection and performance

next time should all improve. Specifically, this could

include:

Ideas

Resources

Strategies

Thinking

about

thinking

Page 38 | Issue 3 | innovatED | Autumn 2019

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