Paul Maiden, Curriculum Leader, King Edward VI Sixth Form College
What’s the idea?
Using guiding metacognitive principles as a basis for planning lessons, rather than topics and subject content, has potential to improve
student motivation. This guide offers practical suggestions for embedding metacognition in the classroom, and the benefits which a small-scale study suggested this could bring.
What does it mean?
The EEF (2018) find metacognition to be the most effective way in which schools and colleges can improve student progress, with a high amount of data supporting this view, and a relatively low cost of implementation. In their research into initial teacher education, the DfE (2020) note that the most successful training providers value a depth of focus on key concepts rather than a superficial coverage of the teachers’ standards, which can in less successful providers lead to a ‘toolbox’ approach. Quigley and Stringer (2018) define metacognition for students as requ
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