Developing metacognition and higher-order thinking in A-level studies
6 min read
DEBBIE BOGARD, CITY AND ISLINGTON SIXTH FORM COLLEGE, UK
ALEX MELVILLE, LEYTON SIXTH FORM COLLEGE, UK
NEELAM PATEL, ST MARY MAGDALENE ACADEMY, UK
Why metacognition in A-level study?
A-levels are simultaneously intellectually demanding, given the range of higher-order skills involved, and extremely challenging, given the vast amount of content that needs to be covered. Our intervention sought to develop a range of metacognitive strategies across A-level subjects. The work was carried out through our cross-curricular community of practice (Wenger, 1998) and underpinned by Education Endowment Foundation recommendations on metacognition and self-regulated learning (EEF, 2018).
Our hypothesis was that if we, as a teaching and learning community, could upskill ourselves to empower students with metacognitive strategies, and then work collectively to provide students with those metacognitive tools that they require to plan, monitor and evaluate their own learning effectively (Flave
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