Thinking aloud in construction: supporting the learning journey from novice to expert

27 July 2026

Sue Smith, Learning and Development Manager at the East Lancashire Learning Group, outlines how educators can take learners through the thinking aloud process.

Sue Smith

Learning and Development Director, East Lancashire Learning Group

Learners start as novices. The aim is that they leave as experts.

One way to pass on and develop expert thinking, knowledge and skills is through ‘modelling thinking aloud.’

What is thinking aloud and why does it matter?

Thinking aloud involves teachers verbalising their thought processes, judgements and rationale as the task is being performed or a problem is being solved.

It is important because it makes unspoken thought processes explicit to novice learners. This directly links to Recommendation 3 of the EEF’s Metacognition and Self-Regulated Learning Guidance Report which emphasises the importance of teachers modelling their own thinking.

Thinking aloud in action

To see what thinking aloud means in action, let’s take the example of a construction qualification.

At the East Lancashire Learning Group (ELLG), the construction team includes teachers with substantial industry expertise who pass on their knowledge and skills to learners preparing to move into industry. There, learners will be measured on what they can do consistently to meet industry standards.

Construction teachers need to be clear through explicit instruction and modelling of their thinking. When taking learners on the journey from novice to expert, they use the ‘I do, we do, you do’ approach to gradually release responsibility to learners.

Call to action


  • When preparing for a demonstration, do you plan the key steps and strategies you will make explicit?
  • Do you encourage learners to explain their thinking, helping both you and them identify what they understand and where further support might be needed?
  • Do you challenge learners to evaluate how they approached the task and how effective their strategies were?

Closing the disadvantage gap

Some learners may have had fewer opportunities to develop metacognitive strategies independently, so explicit teaching can help them build and apply these strategies more effectively. In construction, this is particularly relevant because many learners come from socio-economically disadvantaged backgrounds and bring varied educational experiences.

Studies on metacognition involving younger learners, including those with higher proportions of disadvantaged pupils, have reported high impacts. Although this evidence is not specific to 16–19 construction, it suggests that metacognition and self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. may be a promising area of practice for helping to close the disadvantage gap. The skill of thinking through the process, alongside developing other metacognitive strategies, could also support our learners in their next steps in industry.

The EEF’s Metacognition and Self-Regulated Learning Guidance Report is a valuable resource for encouraging thinking aloud. The great thing with this approach is it can be adapted to your own subject and/or vocational context, inviting deeper teaching and learning.

About the author

Sue Smith has worked in FE for 25 years in various roles. This includes teaching in and leading various curriculum areas, before moving onto quality. Here, she has transformed quality improvement, with a focus on changing mindset and ethos through continuous professional development. She believes that evidence-based, effective professional development for teachers has a direct impact on learner outcomes.