Impact Journal Logo

Overcoming barriers to introducing metacognitive strategies to teaching professionals

Written by: Morgan Chatten
11 min read
Morgan Chatten, Cross-Trust Director of English – Teaching, Learning and Curriculum, Turner Trust, UK The purpose of this article is to clarify what is meant by metacognition and to dispel myths and misunderstanding regarding its origin and use in contemporary education.  The article aims to support leaders of teaching and learning to consider how they could begin to evaluate current metacognitive practices in schools and how they might go about supporting subject leaders and teachers in implementing metacognitive strategies.  It was 10 years ago that I first heard the term ‘metacognition’. Until then, I had been teaching with some naivety.  I understood the nuts and bolts of a good lesson and I knew how to get my students to make ‘exceptional progress’, but the science of learning – the real cognitive impact of my actions and choices in the classroom – was lost on me. I quickly became engrossed, digesting seminars, papers and blogs. Fast-forward a decade and me

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

References
0 0 votes
Please Rate this content
0 Comments
Inline Feedbacks
View all comments

From this issue

Impact Articles on the same themes