Metacognition means helping pupils plan an approach, monitor whether it is working and evaluate what they would retain or change. It is most useful when taught through real curriculum content and a specific strategy.

It is not a general instruction to think harder or reflect at the end of every task.

Model the cycle

Think aloud while completing a task:

1. Plan: What are we trying to do? What do we know? Which strategy fits?

2. Monitor: Is the strategy working? What evidence tells us?

3. Evaluate: What worked? What would we change next time?

For a Primary explanation, model how to identify the question, select evidence, check that each sentence contributes and review whether the answer is complete.

For a Secondary problem, model why one strategy is chosen, the point at which progress should be checked and the evidence used to evaluate the final response.

Keep prompts subject-specific

General prompts become useful when connected to knowledge. “Is it working?” might mean checking whether a mathematical method preserves equality, whether a quotation supports an interpretation or whether an experimental result fits the prediction.

Transfer responsibility gradually

Begin by modelling the questions. Then complete the process with the class, leave a brief prompt available and finally ask pupils to use only the parts they need.

Do not require a long written reflection after every lesson. A short discussion or note about one strategic decision is often more useful.

Check for independence

Look for pupils selecting an appropriate strategy, noticing a problem and making a justified adjustment without waiting for the teacher.

Further guidance

• EEF: Metacognition and Self-Regulated Learning

• EEF metacognition toolkit