Metacognition Strategies for the Classroom
A couple of years ago, metacognition was the latest buzzword for curriculum development. I remember it well – many staff training sessions where the concept is outlined but you are thinking about the million other things you need to do throughout, and honestly a little bit annoyed that you are wasting precious marking time. But, having been there myself, I can fully appreciate the benefits of metacognition in the classroom.
What is metacognition?
Put simply, metacognition is the process of understanding how we learn and how we can use this knowledge to become more conscious learners. The process involves planning, monitoring and assessing practice, all whilst developing problem-solving skills and self-awareness. Metacognitive strategies can be useful for pupils of all ages, and more and more schools have been adopting them over the past few years, with huge benefits for pupils. So, even though you are swamped with other tasks, dedicating some time to how you can incorporate metacognition into your classroom will be worth your while.
Benefits of metacognition
By enabling children to understand how they learn, teachers can encourage a more active and self-motivated approach to learning, as opposed to simply asking pupils to retain information or follow a set of instructions to complete an activity. Metacognition allows students to recognise their existing strengths and activate knowledge, as well as frequently evaluate their performance and adapt their thinking to make progress. Teachers act as a mentor, or guide, rather than a source of knowledge, allowing learners to draw their own conclusions and reach their own solutions. This approach encourages pupils to take responsibility for their own learning, providing an element of emotional growth as they learn to be more resilient and feel more confident in their ability to solve a problem. Think about those quiet pupils with low self-esteem, who are frequently disengaged during lessons. That ‘lightbulb moment’ for them and knowing that they solved the problem all by themselves could do wonders for their attitude towards learning.
Metacognition tools
It’s all well and good outlining the benefits of metacognition, but how can it be implemented on a day-to-day basis? Here are some of the metacognitive tools that I used in my classroom:
KWL Grids: At the beginning of a new topic or unit of work, ask the children to create a simple grid with three columns: What I Know, What I Want to Know and What I Have Learnt (you can print this out for the younger ones or task older pupils to draw it themselves). The idea is to fill in the first two columns before any teaching takes place, then complete the last column once the unit has ended. This is a simple activity which enables pupils to recap any prior learning which may be relevant, plan what new knowledge they need to find out to succeed then, finally, identify any new knowledge they have acquired.
Knowledge Organisers: No more than an A4 page, these provide a summary of key facts and bitesize chunks of knowledge for a unit of work or subject. They are a valuable tool for pupils and teachers, setting expectations of what pupils should learn about a topic and enabling them to access prior knowledge. When used correctly, knowledge organisers can provide students with a starting point for their learning journey.
Action Plans: Just as subject leaders will use action plans to map out their objectives for the term, pupils can find them helpful to identify exactly what they need to do when completing a given task. Creating clear learning objectives for themselves will help students reflect on each lesson and plan for subsequent sessions. Letting the children decide on how they want to present their plan (table, flowchart, mind map) further allows them to take charge of their learning.
Learning Journals: These give pupils the opportunity to reflect on their thinking and how it has changed over the course of the task. They can think about how they have had to adapt and identify other possible approaches and celebrate achievements. Pupils should have freedom with however they want to record their reflections – it could be written, drawn or even in the form of a voice note or video diary.
Rubrics: A rubric is a great assessment tool, outlining success criteria for particular learning outcomes. These can be used to identify progress and reflect during every part of the learning journey. Rubrics can be used before, during and after a learning experience.
About the author
Emma Johnston
After graduating with a BA in Communications from Bournemouth University, Emma worked in public relations and marketing before deciding to undertake a PGCE at Kingston University and begin her journey as a primary school teacher. Emma taught for 15 years in schools around London and Surrey, in a variety of roles including lead practitioner and assistant headteacher. Emma now works for Eteach as Education Partnerships Coordinator, where she can share her knowledge of the education sector and support those beginning their teaching career.