Empowering Teachers and School Leaders for Pupil Success
As the education landscape continues to evolve, teachers and school leaders play a crucial role in preparing students for the challenges of the future. One powerful tool that can enhance teaching and learning is metacognition. In this blog, we will explore the concept of metacognition and discuss how teachers and school leaders can harness its potential to promote pupil progress and achievement.
What is Metacognition?
Metacognition is often described as ‘thinking about thinking’ or the ability to think about one's own thinking but it is so much more. There is no agreed definition of metacognition as it involves a range of complex behaviours and actions. It involves understanding how we learn, recognising our strengths and weaknesses, and effectively managing our learning strategies.
One definition is that it is a range of thinking skills and behaviours, which enables you to be in a better position to take control of your learning, through the detailed examination and evaluation of thought processes and cognitive potential (Muijs & Bokhove 2020). This definition is important, as it highlights some of the concepts which constitutes to metacognition. Metacognitive skills enable students to become self-regulated learners who can monitor their progress, set goals, and make informed decisions about their learning.
Six Benefits of Metacognition
- Increased progress and attainment
The EEF’s Guidance on Metacognition and Self-regulated Learning state that students particularly from disadvantaged backgrounds can make 7+ months additional progress, as these pupils are less likely to utilise metacognitive strategies and skills. Metacognition can also compensate for cognitive limitations that students may have (Muijs & Bokhove 2020). What impact could this have on lesson planning or on curriculum design? - Empowers pupils to take ownership
Metacognition is important in education because it empowers pupils to take ownership of their learning. By developing metacognitive skills, pupils become active participants in the learning process, rather than passive recipients of information. They learn to reflect on their thinking, identify gaps in their understanding, and seek ways to fill those gaps. This not only enhances their academic performance but also equips them with essential skills for lifelong learning. - Improves decision-making and behaviour
There are two approaches to teaching metacognition- through explicit instruction and through the inquiry approach. Teaching through explicit instruction can help students who quickly go off task to refocus. It empowers teachers to separate the behaviour from the individual; educators can encourage or remind students to follow either verbal or written instruction to help them manage distractions and focus on the task in hand. Providing pupils with written instruction can improve decision-making with remaining on task. - Thinking skills can be transferred to other areas of learning
Being metacognitively aware helps learners transfer knowledge, skills and understanding across tasks and contexts, including reading comprehension, writing, maths, reasoning and problem-solving, to name but a few. - Develops independent learning
When pupils are able to ‘see’ and monitor their own progress in learning, it helps them to manage their thinking and learning in all areas of life. - Empowers teachers
While metacognition primarily focuses on student learning, teachers and school leaders can also reap significant benefits from integrating metacognitive practices into their pedagogy.
Here are two ways in which metacognition can empower educators:
- Research has shown that metacognition should be taught through both explicit instruction and through the enquiry approach. When teaching metacognition through explicit instruction, it enhances instructional strategies. By understanding how students think and learn, teachers can tailor their instructional strategies to meet individual needs. They can identify areas where students struggle and provide targeted support to bridge those thinking gaps.
- Metacognition also helps to improve assessment practices. Metacognition encourages students to reflect on their learning progress and identify areas for improvement. This self-assessment can provide valuable insights to teachers, enabling them to design more effective formative and summative assessments.
Teaching after the Pandemic
Teaching metacognition, especially after a pandemic, is important for several reasons. Firstly, the pandemic has disrupted traditional learning environments, and students may have experienced significant interruptions in their education. They have also lost self-confidence, self-esteem and levels of self-efficacy are likely to be at an all-time low. By teaching metacognition explicitly, students can develop the skills to reflect on their learning process, identify areas of strength and weakness, and adapt their learning strategies accordingly. This self-awareness can help them regain control over their learning and bridge any gaps caused by the pandemic and improve self-confidence, self-esteem and self-efficacy.
Secondly, the pandemic has also brought about changes in the way we learn and access information. With the increased use of technology and online learning platforms, students need to develop metacognitive skills to effectively navigate and evaluate digital resources. Metacognition can help students become critical thinkers, judging the reliability and relevance of information, and making informed decisions about their learning.
In addition to this, teaching metacognition can also support students' emotional well-being after a pandemic. Many students have faced challenges such as increased stress, anxiety, and feelings of isolation during this time. Teaching metacognitive strategies explicitly can help students develop self-regulation skills, such as managing their emotions, setting goals, and monitoring their progress. This self-regulation can contribute to their overall well-being and resilience in the face of adversity.
Metacognition Helps Foster Growth Mindset
Metacognition promotes growth mindset by emphasising that intelligence and abilities can be developed through effort and effective strategies. Teachers and school leaders can inspire students to embrace challenges, persist in the face of setbacks, and believe in their potential for growth.
Four Strategies for Integrating Metacognition into Teaching and Leadership
- Explicitly teach metacognitive skills
Introduce students to metacognition by explaining its concepts and providing examples. Teach them strategies to monitor their learning, such as self-questioning, setting goals, and reflecting on their progress. - Model metacognitive practices
Demonstrate metacognitive thinking in your own teaching and decision-making processes. Share your reflections and problem-solving strategies with students, encouraging them to do the same. - Provide opportunities for reflection
Incorporate regular opportunities for students to reflect on their learning experiences. This can be done through class discussions, journaling, or self-assessment activities. - Foster a supportive learning environment
Create a safe and supportive classroom or school culture that values mistakes as learning opportunities. Encourage open dialogue and collaboration, where students feel comfortable sharing their thoughts and seeking help when needed.
There is no doubt that metacognition is a powerful tool that can transform teaching and learning. By integrating metacognitive practices into their pedagogy, educators can enhance instructional strategies, improve assessment practices, and foster a growth mindset. As we begin to embrace the potential of metacognition, we pave the way for a future where students are equipped with the skills to thrive in an ever-changing world.
References
EEF (2018) Guidance on Metacognition and Self-regulated Learning
Muijs, D. and Bokhove, C. (2020) Metacognition and Self-Regulation: Evidence Review. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/ metacognition-and-self-regulation-review/
