“Excellent ideas for how to embed metacognition in secondary classrooms across the whole school”

Catherine Brooks, Lead teacher on Metacognition, The Crypt School
  • Do your students in secondary classrooms prefer recalling information to “real” thinking?
  • How do you help students improve their self-understanding?
  • What are good metacognitive skills?
  • What are pupils with high levels of metacognition capable of?
  • How can metacognition improve the pupil outcomes for SEND and more able students?

Impact of Metacognition in Secondary Classrooms

The Sutton Trust highlight how metacognitive and self-regulation strategies add, on average, up to 8 months of additional progress. According to the Sutton Trust, teaching students meta-cognitive skills has “consistently high levels of impact” for low achieving and secondary pupils and pupil premium students. Inspectors are now much more focussed on pupil outcomes and inspectors judge schools against pupil attributes such as their ability to make decisions as well as self-awareness and understanding how to improve their own learning.  The evidence is certainly encouraging, these strategies are cost-effective and can help students improve rates of progress, particularly in reading, science and maths.

This course explore a range of metacognitive strategies teachers can apply in any secondary classroom from 11-19 to develop pupils who understand their own learning and have the self-awareness to directly influence their own performance.

INSET Outline

Overview of the research and benefits of metacognition and how it applies to Secondary classrooms

  • Making sense of metacognition and its impact on learning
  • What does educational research tell us?
  • How can metacognition specifically help the performance of SEND learners and more able students?

Strategies for promoting metacognition in all subjects in all Secondary Classrooms

  • Turning students into metacognitive experts
  • 5 powerful ways to promote metacognitive awareness in your secondary classroom
  • Using classroom dialogue to promote Higher order Thinking Skills ( HOTS) and metacognitive questioning strategies

Visible Thinking Strategies

  • Setting up the conditions for learners to think for themselves.
  • Helping pupils understand how they learn.
  • Higher order Thinking Skills (HOTS) and developing questioning strategies
  • Removing working memory barriers so every student engages.

Self- Regulation in practice

  • Developing self-awareness and self-regulation and their role in learning
  • Helping students develop the toolkit for evaluating their own progress
  • Developing student’s self-knowledge, self-esteem and self-confidence
  • Letting students understand how to improve their own learning and performance
  • Preparing students to be life long learners

“Excellent ! Really appreciated the resources – good quality and directly useful”.

Charlotte Resuggan , Assistant Head (Teaching & Learning), Sidcot School


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