Very interesting to see this summary of Ofsted’s Research Team into metacogntion (thanks Kristian Still). Highlights are:

  1. Metacognition is not a generic skill so applying generic learning verbs across different disciplines cannot work
  2. Metacognition is now about running up Bloom’s taxonomy so prioritise understanding more
  3. Referring to a markscheme is not in itself metacognition although it is easy to observe
  4. Teaching and Learning should prioritise subject-specific strategies while promoting whole-school excellence
  5. Knowing the right time to use metacognitive strategies is essential: something I intend to implement more this year following conversations with elite sport coaches in our school
  6. It takes time (years) to develop the teaching of metacognitive strategies in students and students, not least because it is a massively abstract and contentious field