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A reflection of how trialling metacognitive practice in a Form 2 class led to self-reflection of my own metacognitive development

Written by: Hayley Murphy
4 min read
Hayley Murphy, Year 2 Teacher and History Leader, Eversfield Preparatory School, UK My triple roles as Year 2 class teacher, history leader across the primary phase and MA education student inspired me to communicate and encourage the importance of teaching historical skills, as well as knowledge, across my school. The focus was to trial the benefits of enquiry-based learning (EBL), a ‘process of learning through enquiry’ (Hutchings, 2006, p. 11), incorporating the use of metacognitive knowledge and skills with younger students, in order for them to ‘monitor and purposefully direct their learning’ (EEF, 2020, p. 5). This is discussed in relation to my own metacognitive development (Tripp, 1994), which was deepened as a result of being reflexive and learning more about metacognition. The following reflection takes account of three challenges that I faced in developing my own metacognitive understanding and practice in order to start incorporating EBL using metacognition:

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