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Research School Network: Metacognition: Why We’re Still Talking About It – And Why We Should Be
Metacognition: Why We’re Still Talking About It – And Why We Should Be
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At our Trust, ‘Changing lives in collaboration’, based in Manchester and Tameside, we’ve been talking about metacognition for several years – and we’re still talking about it.
The updated EEF Metacognition and Self-Regulated Learning guidance report gives us fresh impetus. Its new emphasis on teacher actions invites us to reflect on what we do every day in our classrooms and consider what deliberate tweaks could help pupils become more independent, strategic learners.
This isn’t about adding something extra to an already packed curriculum. It’s about weaving metacognitive strategies into the fabric of our lessons – modelling our thinking, scaffolding planning and monitoring, and gradually handing over responsibility to pupils.
As leaders and teachers, this is an exciting opportunity to revisit our practice. The question is: how can we make metacognition visible, purposeful, and sustainable in every subject, and every phase?
Why Metacognition?
The Evidence
The EEF’s Teaching and Learning Toolkit rates metacognition and self-regulation as a high-impact, low-cost approach to improving attainment, particularly for disadvantaged learners. With such strong evidence, the question for us was simple: why not?
Low Cost – High Impact
Metacognitive strategies work in whole-class, small-group, and one-to-one settings. In a climate of tight budgets, an approach that improves outcomes without expensive interventions is hard to ignore.
Building Independence
Post-Covid, teachers told us pupils were struggling when working independently. They lacked strategies to get “unstuck.” Five years into our journey, pupils now draw on a toolkit of metacognitive strategies to plan, monitor, and evaluate their learning. Subsequently, they now know what to do when they get stuck.
Inclusive by Design
With higher-than-average numbers of pupils with SEND or from disadvantaged backgrounds within our trust, we need approaches that work for all. Research shows these pupils are less likely to use metacognitive strategies unless explicitly taught – making this a powerful gap-narrower. The EEF’s SEND in Mainstream guidance reinforces this, highlighting cognitive and metacognitive strategies as part of high-quality teaching for every child.
What About Implementation?
At CLIC Trust our goal has always been clear: embed metacognitive and self-regulatory practices across all phases through sustained, high-quality professional development. We started by securing a shared understanding of what metacognition is and why it matters. The EEF’s Metacognition – a brief explainer animation was invaluable in creating a consistent mental model across our schools.
From there, we focused on doing a few things well, zooming in on recommendations 2 and 3 from the updated guidance. Rather than overwhelming staff with multiple strategies, we began with three core approaches and revisited them until they were embedded across phases and subjects:
1. Activate Prior Knowledge – recommendation 2
Teach pupils to recall strategies that helped or hindered learning before and apply this to new tasks. This frees up working memory and gives pupils a starting point for tackling unfamiliar challenges.
2. ‘Think-Alouds’ – recommendation 3
Model your thought process out loud – breaking down tasks, explaining choices, and even sharing mistakes. This makes the invisible work of an expert learner visible and gives pupils a clear example of metacognitive thinking.
3. Structured Reflection- recommendation 2
Build in time for pupils to reflect on what worked, what didn’t, and what they’d do differently next time. Reflection isn’t an add-on; it’s what turns experience into learning.
Each of these approaches features in a new tool produced by the EEF on Metacognitive strategies. making them a great starting point for leaders who want to focus on teacher actions that develop pupils’ metacognition.
Embedding metacognition is a journey, not a quick fix – but the updated EEF guidance and resources make it easier than ever to take the next step.
Useful resources for CPD
https://evidenceintoaction.podbean.com