: Engaging change with Metacognition David Fawcett, Assistant Headteacher at The Romsey School, reflects on using the EEF ​‘A Schools Guide to Implementation’…

Within classrooms and lessons across the school, it was very apparent that teachers are effective in using models and model answers with students in an effort to showcase what exceptional work looks like. This is particularly important for disadvantaged students who may not recognise exceptional work. One area that we noticed however, was that there was, at times, a chasm between the exceptional model being shared and the steps needed by students in creating work of a similar standard. For some students, bridging the gap between the model and how to create this themselves, was key. As part of our exploration phase we engaged with the EEF Metacognition and Self-regulated Learning guidance and 7 step model to understand which effective practices to share, and tailor them to fit our school context.

Whilst reading the research and guidance, one area that we felt vital was knowing that to reach the sustain phase of the implementation process, colleagues will need to change existing habits. We were mindful that with this may come resistance to change, belief that ​‘they are already doing this’, or the knowledge that old habits may creep back into their practice over time. The EEF ​‘A Schools Guide to Implementation’ offers advice to this by using the principles of ​‘Engage, Unite and Reflect’. It was key to understand these principles as part of our planning during the ​‘prepare’ phase. The first of which we focused on was ​‘Engage’.

During the delivery phase, it was essential to involve colleagues in the implementation of a new strategy. Doing so allows staff to feel valued and have a voice with decisions that will affect them. It is also important to be collaborative in the process to share knowledge, problem solve, and allow ideas to be discussed. Finally, it also requires active guidance with individuals directing the implementation, engaging and motivating staff, and keeping the process on track.

To do this, we created a Modelling and Metacognition focus group in our CPD programme, run by a group of teachers called our Research Lead Team (RLT). This group met on Tuesday afternoons. Using the EEF Metacognition guidance, the RLT shared the problem needing to be addressed and conveyed the research in manageable chunks over a year-long programme. Colleagues who attended this group worked together, discussing the 7 step model for metacognition, and coached each other at repeated intervals. As a group they collaboratively worked through the 7 step model and bounced ideas and shared expertise. Through active guidance of the RLT, the group of teachers created individual plans of how to deploy metacognition into their lessons. The RLT ensured that all staff stayed motivated and worked towards achieving that target, and the ultimate goal of using metacognition with students to understand the processes and steps to creating exceptional work.

The engagement in this process has been high, with staff committed to implementing the guidance and research into their lessons. The guidance from the EEF on how to engage staff ensured that every individual felt fully involved and part of the process, changing habits and feeling valued for their contribution.