Daniel Muijs, Head of Research at Ofsted, discusses the concept of metacognition and how it can be developed in pupils.

1. Developing metacognition
Daniel Muijs
Head of Research
Ofsted
@ProfDanielMuijs
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2. Introduction
 Self-regulation and metacognition are among the most
downloaded elements of the EEF toolkit
 Increasing interest, and yet:
 a lot of interventions don’t show any effects (Muijs et al, forthcoming)
 a lot of schools implement it poorly (Dignath & Buttner, 2017, De Smul
et al, 2017; Muijs et al, forthcoming)
 So our question is: why is this the case, and what can we do
about it?
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3. What is metacognition?
 You tell me…
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4. What is metacognition?
 Part of self-regulated learning
 The extent to which learners are aware of:
 their strengths and weaknesses
 the strategies they use to learn
 how they can motivate themselves to engage in learning, and
 how they can develop strategies and tactics to enhance learning.
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5. What is metacognition?
Cognition
Metacognition
Motivation/affect
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6. Cognition
 Information gathering
 Memorisation
 Understanding
 Applying
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7. What is metacognition?
 Knowledge of cognition:
−knowledge about yourself as a learner
−knowledge about strategies and procedures, such as reviewing
interleaving and selecting main ideas
−knowledge of why and when to use a particular strategy.
 Regulation of cognition:
 planning e.g. activating relevant prior knowledge, selecting appropriate
strategies, and the allocation of resources.
 monitoring e.g. self-testing
 evaluation
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8. What is metacognition?
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9. One reason for poor implementation
 It is a complex construct
 Often poorly understood by teachers (Dignath & Buttner, 2017)
 So we need to build understanding, but this takes time! And effort.
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10. So how do we develop metacognition in
pupils?
 What do you think?
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11. So how do we develop metacognition in
pupils?
 A lot of misconceptions:
 it’s all about inquiry
 we need separate lessons
 it’s all about ‘higher order’ thinking and problem-solving
 a generic skill divorced from knowledge
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12. What research actually shows (Muijs et al,
forthcoming)
 Metacognition can be applied to all types of learning processes
 Effective teaching has two components:
 explicit strategy instruction and modelling by the teacher
 guided practice and application by the pupil
 Embedded in subject teaching
 Built on strong subject knowledge
 So a second issue for implementation and professional
development is combatting misconceptions!
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13. Explicit strategy instruction
 This does not happen automatically
 Three key elements:
 cognitive strategies, e.g. rehearsal, reviewing, retrieval practice and
spacing
 metacognitive strategies, e.g. planning, deciding which strategies to
use, monitoring, adapting
 social-emotional strategies, e.g. regulating motivation and relations
with others, such as delay of gratification
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14. Implicit modelling and guided inquiry
 To gain mastery, indirect methods need to follow direct
approaches
 modelling
 guided inquiry
 dialogue and discussion
 Teacher role in scaffolding is important
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15. Explicit instruction as part of an integrated
approach
 An example:
−activating prior knowledge
−explicit strategy instruction
−modelling of learnt strategy
−memorisation of strategy
−guided practice
−independent practice
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16. What does this mean for CPD?
 Need theory element to develop understanding of the concept
 Need to work on misconceptions
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17. Implementing metacognition
 Evidence from EEF programmes on metacognition:
 extensive support for teachers, embedding takes time
 ongoing monitoring and support
 not one-off training but ongoing development
 good resources
 support from leadership
 But: too much intensity can lead to withdrawal and attrition
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18. Implementing metacognition
 Teacher professional development key:
 sufficient time needs to be devoted to CPD, preferably at least two terms
 activities need to be iterative and build on how well approaches are working in
the classroom
 CPD needs to build on teachers’ starting points and explore, but, where
necessary, challenge existing beliefs and practices
 CPD needs to focus firmly on pupil learning
 internal input is helpful as it can challenge existing beliefs more easily
 external and internal facilitators need both subject expertise and expertise on
CPD delivery
 peer support is useful to encourage reflection and risk taking
 metacognition and SRL are important parts of CPD (Cordingley et al, 2015)
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19. What would this look like in your school?
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20. Conclusion
 Metacognition is a promising strategy
 But complex, so often poorly understood and implemented
 need to understand theory
 need to combat misperceptions
 Successful implementation requires CPD strategy
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21. Ofsted on the web and on social media
www.gov.uk/ofsted
https://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews
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