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
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