Developing Independent Learners
Published
How can metacognitionThe ways learners monitor and purposefully direct their learning. and self-regulationSelf-regulated learners apply metacognitive strategies to their learning. They demonstrate self-regulation by managing their motivation, thoughts and behaviour to set goals, monitor working, reflect and review progress. develop independence?
Learners can become more independent when they are supported to plan, monitor, and evaluate their learning. These processes encourage learners to think more explicitly about how they approach tasks, which strategies they use, and whether those strategies are working.
Over time, this thinking can become habitual, acting as ‘internal scaffolding’ for future tasks. As learners develop a clearer understanding of their strengths, areas for development, and effective strategies, they are better able to apply this knowledge independently across different subjects and tasks.
Key messages from the evidence
Do use explicit teaching of metacognitive strategies to help learners plan, monitor, and evaluate their learning.
Don't assume learners already have metacognitive skills or will develop them without explicit instruction.
Do use modelling and guided practice of metacognitive strategies prior to independent use and structured learner reflection.
Don't teach metacognitive strategies through discrete ‘thinking skills’ sessions, rather than embedding them within subjects.
Do help learners evaluate whether their chosen strategies are working and adapt their approach when needed.
Don't move too quickly to independent use of strategies without sufficient modelling or guided practice, for example, asking learners to complete a planning frame independently before using it with teacher support.
Do embed metacognitive and self-regulation approaches within specific subjects and tasks.
About the 16-19 relevant evidence
39
8+
months additional progressThe impact measure shows the number of additional months of progress made, on average, by learners who received the intervention, compared to learners who did not.
Evidence drawn from a range of subjects, including English, maths, science, and social sciences.
Evidence gaps
Modelling thinking aloud, where teachers explain their thinking when approaching a task, was not a common feature in the 16-19 studies analysed. However, this does not mean modelling thinking aloud is ineffective. It is supported by the wider evidence base and may still be a valuable approach.
The 16-19 studies reviewed also tended to focus on individual rather than collaborative approaches to metacognitionThe ways learners monitor and purposefully direct their learning.. Where evidence is more limited in the current 16-19 evidence base, leaders may want to prioritise careful implementation, including piloting an approach and monitoring its impact to assess how well it might work in their context.
How to implement this approach with learners
Learners need motivation to persevere with challenging tasks. Teachers can play an important role in increasing this motivation by setting clear learning goals and valuing effort, strategy use, and progress, not just grades.
Learners also need carefully scaffolded support to think about their learning more explicitly, increasing their awareness of their strengths and areas for development. Explaining the steps involved and providing frameworks or models can support learners to develop their metacognitive skills.
Metacognitive talk can give learners opportunities to explain, reason, and justify their thinking to others. Peer-to-peer discussion and self-talk, where learners pose questions to themselves, can help them reflect on and regulate their learning.
Apply the KEEP framework
Questions to consider
- How clearly are metacognitionThe ways learners monitor and purposefully direct their learning. and self-regulationSelf-regulated learners apply metacognitive strategies to their learning. They demonstrate self-regulation by managing their motivation, thoughts and behaviour to set goals, monitor working, reflect and review progress. understood by staff?
- What professional development is needed to support teachers at different starting points?
- Where is metacognitive practice strongest, and how might it be shared?