A scaffolding framework to support when planning to deliberately shift responsibility for learning from the teacher to the pupil

Use this worksheet alongside the model above to support planning

Designed as a whole-school audit tool, the sections "Teacher Knowledge" on p3. and "Pupil Knowledge and Behaviours" on p4 could also be used in Faculties as a useful starting point for assessing current practice.

It describes what ‘ineffective’, ‘improving’ and ‘effective’ practice could look like in relation to the guidance.

This resource could be used as a follow-up to the video "Metacognition - a brief explainer" to stimulate discussion and deepen thinking. The key questions are:

1. What is Metacognitive knowledge?

2. What is Metacognitive regulation?

3. Can you describe an example of when you have supported pupils to

plan, monitor and evaluate their learning—what was the impact?

4. Moving forward, what adaptations could you make to your deliberate

teacher habits to support pupils to be more confident when faced with

an independent learning task?

In this ​‘Voices from the Classroom’ video, Julie Kettlewell – Psychology Teacher and Assistant Director at Huntingdon Research School – explains how she uses the ‘seven-step model’ to support pupils’ independent learning.

Jo Ashcroft reflects upon how the implementation of metacognitive strategies has supported retention of knowledge across the curriculum at the Changing Lives In Collaboration (CLIC) Trust schools. Jo is the CEO and Executive Headteacher CLIC Trust, a Trust of five Primary Schools in Greater Manchester, and is an ELE for Aspirer Research School.

“Modelling by the teacher is a cornerstone of effective teaching; revealing the thought processes of an expert learner helps to develop pupils’ metacognitive skills." (EEF, Metacognition and Self-Regulated Learning)

Jamie Clarke of One-Pager fame writes in the latest edition of his DistillED blog about how making expert thinking visible can help students develop metacognitive habits, regulate their learning, and build confidence.

This edition of Jamie Clarke’s DistillED blog ties in well with Modelling Thinking Aloud - and it’s not just for artists…!

Pair with some of Oli Cav’s graphic organisers and make use of the blank template for students (below) for a fully resourced way to support making thinking visible for students.

This page from the IRIS centre for educational research includes two videos of students using Metacognitive strategies to solve Maths problems

Tara Fennell

Putney High School, London, England

Durrington Research School Director Chris Runeckles explores creating the classroom conditions metacognition requires